
Glass Jj / ,fa 

Book \±3_ 

Copyright N° 



COPYRIGHT DEPOSIT. 



HISTORY FOR GRADED 
AND DISTRICT SCHOOLS 

By Ellwood "Wadswokth Kemp 

Head of Department of History, Indiana State 
Normal School, Terre Haute, Ind. 

12mo. Cloth, xiv + 537 pages. List price, $1.00 
mailing price, $1.10 

A SYSTEMATIC course of history 
for children from six to fifteen 
years of age. The book may be used 
by teachers as a guide or by pupils as 
a text. It is based upon the great fact 
that American history is an outgrowth 
of the past, and, to be thoroughly un- 
derstood, must be studied in connection 
with the history of other countries. 



AN OUTLINE OF HISTORY 
FOR THE GRADES 



BY 



ELL WOOD WADSWORTH KEMP 

Head of Department of American History 
Indiana State Normal School, Terre Haute, Indiana 



GINN & COMPANY 

BOSTON • NEW YORK ■ CHICAGO • LONDON 



\V 



->^ 



'- 



Copyright, 1908, by 
ELLWOOD WADSWORTH KEMP 



ALL EIGHTS RESERVED 



LIBRARY of OOMGRESS 
Two Cnpl™ R ':""ed 

MAY 18 1909 

0US8 A XXt No, 



gCbe gtftengum jgregg 

GINN & COMPANY • PRO- 
PRIETORS • BOSTON • U.S.A. 



PKEFACE 

The aim of this outline is to present the connected threads 
and principles which the author has worked out in detailed 
form for children in A History for Graded and District 
Schools. 

Two chief ends have been aimed at : first, to present 
a plan of work which will, if followed by the teacher, tend 
to develop in her mind a real sense of history, — of its 
growth and unity ; second, to suggest such material for the 
use of pupils as will tend to develop in their minds the true 
historic sense and lift them from grade to grade into ever 
wider and richer historical views. 

The outline is based upon the idea that pupils in his- 
tory should be led to feel and participate in the life of 
the people they are studying, — feel the problems of daily 
living which confronted them and strive to solve them. 

Like all outlines, it must be filled in with material drawn 
from books, pictures, maps, stories, poems, and other illustra- 
tive material, in order to be made effective. It is simply 
a skeleton ; the teacher and pupil must clothe it with flesh, 
and breathe into it the pulsating life of history. To aid 
toward this end, in addition to the history of which this 
book is an outline, a list of books has been suggested at the 
close of the outline of work for each grade. In making these 
lists care has been taken to give teachers such information 
as will enable them easily to judge something of the nature 
and fitness of each book for their particular needs. It is 
hoped the lists will materially aid in teaching both pupils 



vi OUTLINE OF HISTORY 

and teachers the use of books, and tend to give an impulse 
toward historical libraries in schools. 

In the gradual development and preparation of this book 
during several years past I have received invaluable help 
and suggestion on the first-grade work from Miss Eliza- 
beth Beal, primary supervisor of Terre Haute city schools, 
and Miss Belle Caffe, critic teacher, primary grade, Train- 
ing School, Indiana State Normal School. I am greatly 
indebted also to Professor Albert B. Charman, Professor of 
Methods, Observation, and Practice, Indiana State Normal 
School, for valuable suggestions as to amount, character, 
and arrangement of matter for the book and for a critical 
reading of the manuscript. To Professor Arthur Cunning- 
ham, Librarian of the Indiana State Normal School, I am 
greatly indebted for very efficient and sympathetic assist- 
ance in the preparation of the bibliographical lists at the 
end of each grade. I am also under great obligation to 
Professor William 0. Lynch, Assistant Professor in His- 
tory, Indiana State Normal School, for valuable suggestions 
and assistance in providing original illustrative material for 

the Eighth-Grade Work. 

ELL WOOD W. KEMP 
Terre Haute, Indiana 



CONTENTS 

Page 

Aim of the Outline and Suggestions to Teachers. ... 1 

Outline of the First-grade Work 11 

The Primitive Aryan 14 

I. In Nomadic stage .14 

II. In agricultural stage 22 

Outline of the Second-Grade Work 32 

I. Life of the Egyptians . 33 

II. Story of the Hebrews 36 

III. Story of the Phoenicians ' .... 39 

IV. Story about Books 42 

Outline of the Third-Grade Work 48 

The Geography of Greece 49 

The Development of Greece 52 

I. Greece in her infancy (previous to 776 b.c.) 52 

II. Greece in her youth (about 500-480 b.c.) 53 

III. Greece in her beauty and prime of life (about 480-430 b.c.) 55 

IV. Greece in old age (about 300 b.c.) . . ., 59 

Outline of the Fourth-Grade Work 69 

The Development of Rome 70 

I. The Geography of Italy 70 

II. Rome in her infancy (about 753-450 b.c.) 72 

III. Rome between infancy and manhood (about 450-264 b.c) 75 

IV. The struggle between Rome and Carthage (264-146 b.c.) 76 

V. The decay and fall of Rome (about 150 b.c-476 a.d.) . 79 

Outline of the Fifth-Grade Work 87 

The Development of the Teutonic Race 87 

I. The life of the early Teuton in the woods (about 450, to 

Charlemagne, 800 a.d.) 87 

vii 



viii OUTLINE OF HISTORY 

Page 

II. The life of the early Teuton in the church (ahout 450- 

1100 A.D.) 91 

III. The life of the early Teuton in the castle (about 450- 

1100 a.d.) 97 

Outline of the Sixth-Grade Work 107 

The Struggle between the Teutonic and the Roman Worlds 

for Mastery in Europe 107 

I. The Crusades (about 1100-1300 a.d.) 107 

II. The Renaissance (about 1300-1500 a.d.) 112 

III. The growth of English institutions and especially the 

growth of the English Parliament (about 450 a.d. 

down Lo the present time) 117 

IV. The Reformation (about 1517 to the present time) . . 146 

Outline of the Seventh-Grade Work 159 

The Crossing of the stream of liberty from Europe to America 

and its growth under new environment 160 

I. The Development of the three chief streams of institu- 

tions 160 

II. The struggle and final triumph of the American colo- 
nies to establish the Teutonic principle, the right of 

local self-government, 1763-1783 178 

III. The balancing in a written constitution of the two prin- 

ciples of government, local and central, 1783-1789 . 180 

Outline of the Eighth-Grade Work 192 

The Planting, Rooting, and Fruitage of American Nationality 192 
I. The founding, both on sea and land, of American 

nationality (1789-1830) 192 

II. The testing of American nationality (1830-1865) . . 216 

III. The fruitage of American nationality (1865-1909) • . . 256 

APPENDIX 267 

Magna Charta (1215) 267 

Petition of Right (1628) 280 

The Bill of Rights (1689) 289 

Declaration of Independence (1776) 294 

The Articles of Confederation (1781) 301 

The Ordinance of 1787 314 

The Constitution of the United States (1789) 324 

INDEX 349 



AN OUTLINE OF HISTORY 
FOR THE GRADES 

AIM OF THE OUTLINE AND SUGGES- 
TIONS TO TEACHERS 

THE GENERAL PLAN 

The general aim of the course in history suggested by 
this outline is to hint such material and such methods of 
work to the teacher as will enable her to make the past 
live and move and have its being in the present, through 
the thought, the imagination, and resolution which she im- 
parts through the history work to her pupils. The aim is 
to help pupils to see and live with the people as they have 
struggled and lived from early time down to the present, 
— from the early sources of the historic stream back in 
the Nile, the Tigro-Euphrates, and the Indus valleys, and 
then see it ever grow wider and deeper as it moves west- 
ward. The Hamite in the Nile valley perhaps first started 
the historic stream ; the Semite in the Tigro-Euphrates 
valley and in the margin of coast land lying just at the 
eastern extremity of the Mediterranean Sea enlarged and 
enriched it ; but both of these great branches of the white 
race lived, gave the early seeds of civilization to the world, 
and died. It is the Aryan race alone which from the earliest 

1 



2 OUTLINE OF HISTORY 

ages, largely through speech and much less through any- 
pure race in blood, has been a living force in history. 

The Aryan race is the great historic race ; that is to say, 
it is the race which, from a very early date in history to 
the present time, has been continuously and most success- 
fully winning higher view points of the true dignity and 
worth of man. It is the race which has been ever struggling 
upwards to higher and higher scientific heights ; it did not 
originate but it has developed the religion — Christianity — 
which has been most. powerful in molding the destinies of 
mankind ; it is the parent race of political liberty, and has 
far surpassed all other races in establishing those just prin- 
ciples of law and government by which all are given an 
equal opportunity to make the most and best of themselves ; 
it is the root stem out of which has budded and blossomed 
the social and moral beauty of woman, and established 
the greatest bulwark of society — the home; it is the race 
which has pushed forward with most courage the conquest 
of nature, subduing its forces to man's use, and, through 
the invention of machinery, moving forward from the 
arduous labor of the early ages of the sickle, and the 
forked stick for a plow, to the present age of rapidly in- 
creasing leisure gained through the abounding service which 
we are now able to coax Mother Nature to perform for us. 

The Aryan race is the institution-making race. In the 
five thousand years of its historic development, from its 
early homes on the Russian steppes and in the valleys of 
the Indus and the Ganges down to the present day, and 
over the western world, it has been able to weave its 
growing thoughts and feelings and actions into an ever 
richer pattern of social, intellectual, religious, political, 
and industrial life. 

The plan of this course in history contemplates chiefly 
the study of the origin and historic development of the 



THE GENERAL PLAN 3 

Aryan race in all of the grades except the second. It 
seeks to trace the Aryan spirit of civilization as it has 
been borne forward and enriched, both by forces within 
and without, first by the Egyptians, then by the Semite of 
the Tigro-Euphrates valley, then by the Phoenicians and 
the Jews, then by the Greeks, then by the Romans, then 
by the Teutons (especially by the Anglo-Saxon branch); 
and finally, having followed this most historic of all race 
stocks from root to bud, and from bud to blossom, the 
pupil is prepared to see its present fruitage in more per- 
fect form in the institutions of his own country. By thus 
widening and lengthening and deepening the view of the 
pupil, so that he may see other ages and other countries than 
his own, he is all the more able to estimate and appreciate 
his own time and render true service to his own country; 
or, to state it differently, it should be the ideal of the true 
teacher of history to make his pupils the contemporaries of 
all ages and the citizens of every country, that they may 
thus be equipped with such historical wisdom as will render 
them the truest servants of their own time and country. 
The pupil who is to derive from history what it really ought 
to give him, and what it will not fail to give him if skillfully 
presented, must be given a clear, open-eyed vision of past 
times and a sympathetic appreciation of the fact that the 
whole world of the past has been a workshop for experiment 
and toil, and failure and triumph, — each generation adding 
a few new ideas to the accumulation of all the past, — and 
that all of this has been done for him. It is by the gradual 
development of these and kindred ideas in the minds of 
children, that they come to grasp the spirit, life, and plan 
of history, and to desire themselves " to take a place in the 
foremost files of time " and add something to the historical 
life of their neighborhood, or church, or township, or state, 
or country, or perhaps of the world. 



4 OUTLINE OF HISTORY 

SUGGESTIONS TO TEACHERS OF HISTORY 

1. General preparation necessary before coming to the 
class, assuming that the teacher already has a good knowl- 
edge of the facts of the subject. 

First, fix clearly in mind the central idea in history, 
which may be stated as follows : man's institutional prog- 
ress toward freedom as shown in the institutions of home, 
school, business, polite society, church, and state. 

Second, see the consequent nature of a fact in history to 
be (1) a certain condition of mind in the people ; (2) an out- 
ward act or event ; (3) a resultant change in the life of the 
people, coming from the event. 

Third, have in mind the order and selection of events 
which will best show the growth or decay of the institu- 
tional life of the people studied. 

2. Special steps to be taken in teaching any particular 
event. 

First, select an event which will best show the spirit of 
the age being studied ; for example, the burning of witches 
in N/ew England. 

Second, decide whether the event most reveals the life 
of the family, the system of education, the field of business, 
the manners and customs of social life, the ideas of religion, 
or the province of government. 

Third, see the connection of the event with the general 
historical movement being studied, that is, trace the idea 
in the past from which it has grown. Into what ideas may 
we expect it to grow in the future ? What was the condi- 
tion of the minds of the people just prior to the event ? In 
what phases does the event show itself ? What modifica- 
tion did the event make in the thought of the people ? 

Fourth, under each of these questions select points appro- 
priate to the age and development of the pupils. Decide 



SUGGESTIONS TO TEACHERS OF HISTORY 5 

which should receive the most emphasis, and determine the 
order in which they should be presented. 

Fifth, decide upon the way in which these points should be 
presented to the class, whether by story from the teacher, by 
reference to books which the children can read, by questions 
which show enough of the facts to lead the children to think 
out the remainder, or by a combination of these methods. 

3. Steps to be taken with the children in class. 

First, lead the children to see that men express themselves 
in many ways, for example, in the institutions, fine and 
liberal arts, and language. 

Second, lead them to understand that in the study of 
history they are to see how man expresses himself in the 
institutions of the family, education, industry, society, 
religion, and government for the sake of more individual 
freedom and more perfect union of his life with the life of 
all mankind. 

Third, gradually help the children to see the whole round 
of an event as it actually occurred, and thus lead them to see 
what it means to give a full account of any historical event ; 
i.e. that any historical event comprises the mental state of 
the people before the event, the outward act or event, and 
a mental state succeeding or on account of the act. In the 
lower grades the children may acquire this unconsciously if 
the work is systematically presented by the teacher. In the 
upper grades they will gradually grow to see and tell the 
points explicitly. The point that it is desired to emphasize 
is that children do not derive the value they should from the 
study of history by simply describing what happened at any 
given time or place ; they should think along with the peo- 
ple they are studying, meeting and solving their problems 
and making their struggles for greater freedom. 

Fourth, let the children see the unity of history through 
the teacher's mode of presenting it, so that the subject will 



6 OUTLINE OF HISTORY 

appear to be a continuous whole rather than a series of iso- 
lated facts, in order that the children may come more and 
more to see and feel, as they advance in the work, that 
" through the ages one increasing purpose runs." Let each 
new movement studied be seen to grow out of that which 
precedes, and shadow forth that which follows. Compare 
events in the lower grades with similar events in United 
States history (in so far as the children are able), to see 
the stage of growth or decay of the institutions or events 
being studied. 

Fifth, let the means employed be such as will correspond 
to the children's stage of development. Some devices which 
have proved successful are the following. 

1. The story. In the story the work is presented by the 
teacher in simple story form, asking questions from time to 
time to see if the children understand it. At a subsequent 
lesson in grades above the third a written assignment is 
placed before the children, with questions directing their 
minds along the lines in which the teacher wishes them to 
think. In the recitation the teacher has the points of her 
story she wishes emphasized, reproduced. The teacher then 
continues the history story, connecting with the last story 
and closing at a point which will hint something to follow. 
This manner of teaching is especially adapted to the lower 
grades, and may be employed with advantage as high as the 
fifth grade, or even in the higher grades when access can- 
not be had by the children to reference books on the points. 

2. References. In grades where the children can read 
with facility the history work may be prepared in great 
part by use of the written assignment on the board. When 
this is done the teacher should gradually train children in 
the use of references. Reference books may be successfully 
used in all grades beginning with the third. At first ref- 
erence should be made to the exact page and paragraph. 



SUGGESTIONS TO TEACHERS OF HISTORY 7 

Children in the advanced grades should be taught to use the in- 
dex, table of contents, maps, encyclopedias, and dictionaries. 

3. Written work. A great deal of repetition is necessary 
in order to render the history work effective. A valuable 
aid for accomplishing this is the written papers prepared 
by the children on each point worked out in class, writing 
them either as the class worked them out, or with original 
illustrations ; the principle involved is, " Reading maketh a 
full man ; conversation a ready man ; and writing an ex«act 
man." A history notebook renders the work more definite 
and interesting by copying in it the class papers prepared 
on the work and keeping record of points not written upon. 
The written work should be illustrated by pictures and 
maps, either drawn with pen or cut from books. The chil- 
dren should be helped to make objects to illustrate things 
they study about ; for example, the early plow, grist mill, 
spindle, altar, boat, pyramid, etc. 

4. Pictures. The history work is greatly strengthened by 
the use of pictures illustrating the ideas presented, since 
they render the material concrete. It will be found helpful 
to decorate the room so as to make it illustrative of the 
work of that particular grade, a part of it therefore being 
historical. The value of this is, that when the child raises 
his eyes from his book his glance falls upon something in 
the room which will help retain his line of thought, in- 
stead of on something which will divert his attention. By 
the teacher's placing in the room pictures representing the 
various events, customs, occupations, and dress of the peo- 
ple being studied, and directing attention to illustrations 
in books, the children are led to search at home for pictures 
to bring to school. They may find a great many in papers 
and old magazines, the larger of which may be cut out and 
mounted for the schoolroom, the smaller ones pasted in the 
history notebook. 



8 OUTLINE OF HISTORY 

5. Maps. Since an understanding of the geography of a 
country is absolutely essential to a correct understanding of 
the history of its people, free and continual use should be 
made of maps and geographical atlases in the study period 
and during recitation. The use of the map, and drawing 
upon the blackboard, should accompany every lesson as it 
is being discussed. The children should stand at the map 
and explain from it whenever the work is such as to require 
it. • They should draw maps of the most important portion 
of country connected with their history work, which, after 
being perfected, should be neatly copied in the history 
notebook. 

6. Other subjects. Since the children are to experience as 
fully as possible the life of the race at the time they are 
studying it, they should be taught the ideal life of the 
people as revealed in their architecture, sculpture, paint- 
ing, music, and literature. They may do this by making a 
careful study of one good example of the architecture, the 
sculpture, and the painting produced at that time, and 
may gain further knowledge from pictures. They should 
have for one phase of their drawing and painting historical 
subjects, as Webster addressing the Senate or Lincoln 
freeing the slaves. The children should sing some of the 
music and should read how it came to be written. They may 
use for their regular literature work the selections written 
at the period of history under discussion, which of course 
reflect the spirit of the age in which they were written. 
It will be found profitable to select language and grammar 
sentences from history and literature; also to assign his- 
torical subjects for narration and description in compo- 
sition work. 

7. Outside work. The history is made more concrete, 
more interesting, by choosing historical stories for a part 
of the children's home reading; for example, selections 



SUGGESTIONS TO TEACHERS OF HISTORY 9 

from Henty and Scott for fifth and sixth grades, Hugh 
Wynne and Janice Meredith for the seventh, and Uncle 
Tom's Cabin for the eighth. The children will gradually 
so appreciate this that they will select of their own accord 
books which help in the history work, and will bring them 
to school for others to read. They will thus bring to class 
much richer ideas on the points discussed. They may be 
led so fully into sympathy with the peoples they study 
that their games at recess sometimes become the games 
of Persian, Greek, Eoman, Saxon warrior, or chivalrous 
knight. 

To lead the children into the thought of any people before 
and after any particular event they are studying, is the 
hardest part in teaching an event. Let the children see 
that they themselves think before they act, and that they 
are not the same after they have performed some particular 
act as they were before. They will know that the same is 
true of any people. The way the children know what the 
people were thinking is by what the people did. So they 
study an event, and then infer the people's thought from 
the event. They then study the people's next act on that 
question, to know what they thought before they acted the 
second time ; that is, what they thought during and after 
their first act. By studying these three things the children 
know a whole fact in history, which is : (1) a people's 
thought on a certain question ; (2) their outward action 
.on account of that way of thinking; (3) their changed 
thought because of the act they had performed. For ex- 
ample, suppose the teacher is teaching in the seventh grade 
the history of the Constitutional Convention. For the pupil 
to enter into that time and really understand it, he must be 
led to think and feel as the framers of the Constitution 
thought and felt, and must have the same view of the 
value of their actions that the people of that day had. 



10 OUTLINE OF HISTORY 

In other words, he must see the distressed conditions of 
the country at and before the time of the meeting, and see 
how the people thought about it ; then he must go to the 
Convention and sit out, in imagination, the hot summer of 
'87 with the framers of the Constitution, and discuss and 
compromise till the Constitution is agreed to ; then he 
must see what this grows into, that is, the result. Good 
history work does not consist in simply telling about 
things which have happened ; it consists in leading pupils 
to realize and live over again the life which is being 
studied, and in having their own lives enlightened, en- 
riched, and transformed thereby. 



OUTLINE OF THE FIRST-GRADE WORK 

The aim. of the first-grade work is to help children to 
see and live, in imagination, the life of the early Aryan 
people, or that portion of it which was lived on the Volga 
and Danube rivers when they were taking their first infan- 
tile steps in civilization, namely, from the life of a nomad to 
that of a simple tiller of the soil. Scholars of high author- 
ity place the time of the beginning of this life at five or 
six« thousand years before Christ (see American Journal of 
Sociology, Vol. V, p. 339). This primitive life as exhibited 
in early Aryan time may also be profitably compared with 
early Indian life as exhibited in North America. 

The primitive Aryan. 
I. In nomadic stage. 

1. Location. 

2. Characteristics of the country in which they lived. 

a. Contour. 

b. Rivers. 

c. Soil. 

d. Climate. 

e. Vegetation. 
/. Animal life. 

3. Institutional life. 
a. Home life. 

(1) Organization of the family. 

(2) Houses. 

(a) Wagons. 

1'. Construction of. 
11 



12 OUTLINE OF HISTORY 

(b) Underground houses. 
1'. Construction at first. 
2'. Stages of development. 

(3) Food. 

(a) Kinds. 

1'. Animal. 

2'. Vegetable. 

3'. Salt. 

4'. Mead. 

5'. Method of preparation. 

(4) Fire : how made ; where placed in the house. 

(5) Clothing. 

(a) Material. 

(b) How worn. 
b. Industrial life. 

(1) Cattle raising. 

(a) Importance of. 

(b) Care of cattle. 

(c) Effect on life and thought of the people. 
1'. In causing them to change their 

locality frequently. 
2'. How they told directions during their 

travels. 
3'. On methods of reckoning time. 
4'. On number. 
5'. Relation to hunting and agriculture. 

(2) Manufacturing. 

(a) Pottery. 

V. How molded. 
2'. Decoration of. 
3'. How burned. 

(b) Cloth. 

1'. Process of making. 
2'. Kinds of. 



OUTLINE OF THE FIRST-GRADE WORK 13 

(c) Leather : making of ; use of. 

(d) Weapons. 

(3) Trade. 

(a) Articles exchanged. 

(b) Dumb barter. 

(c) Koutes of travel. 

c. Religion. 

(1) Powers worshiped. 

(2) Priests and ceremonies. 

II. In agricultural stage. 



. Id 


. Europe. 


a. 


Location. 


b. 


Characteristics of the country. 




(1) 


Contour. 




(2) 


Rivers. 




(3) 


Soil. 




(4) 


Climate. 




(?) 


Vegetation. 




(6) 


Animal life. 


c. 


Institutional life. 




(1) Improvement in home life. 






(a) Organization of the family, 






(b) Houses. 






(c) Food. 






(d) Clothing. 




(2) 


Industrial life. 

(a) Cattle raising. 

(b) Farming. 

1'. Plants cultivated. 
2'. Plow. 



14 OUTLINE OF HISTORY 

3'. Harrow. 
4'. Sickle. 
5'. Thrashing. 
6'. Fences. 

(c) Manufacturing. 
V. Pottery. 

2'. Cloth. 
3'. Flour. 
4'. Weapons. 

(d) Trade. 

1'. Fairs. Why they gave up dumb 

barter. 
2'. Guest friendship. 

(3) Religion. 

(a) Powers worshiped. 

(6) Priests and ceremonies. 

(c) Eelation to superstition. 

2. In eastern Iran. 

3. In India. 

Behind the idol is ever the promise of a higher religion. 

Lowell 

The Primitive Aryan 
i. in nomadic stage 

1. Location. Scattered over wide extent of southern 
Russia, on both sides of the Volga. Did not reach the 
Caspian, probably because of the barrenness of the lower 
course of the Volga. 

2. Characteristics of the country in which they lived. 

a. Contour. Country appears flat, but there are numer- 
ous dry trenches cutting the plain. Low wooded hills on 
the north. 



OUTLINE OF THE FIRST-GRADE WORK 15 

b. Rivers. Abundant. Shallows in all, allowing fording. 
Volga, the largest. 

c. Soil. Fertile, but matted densely with grass. 

d. Climate. Two seasons only : winter six months long, 
very cold, stormy, with much snow; summer very hot. 
Abrupt transitions of seasons. 

e. Vegetation. Abundant grass. Wild grain, as wheat, 
barley, and millet. Thorn bushes, reeds nine to thirteen 
feet high, rushes, shining white birch trees, willows, and 
wild fruit trees, as cornel, cherry, apple, pear, and plum, 
growing along the banks of the stream. 

/. Animal life. (1) Wild. Wolf, wild boar, polecat, 
mouse, hare, otter, beaver. Probably occasional incursions 
of the bear from wooded hills on the north, occasioning 
great terror. Many snakes, tortoises, and "crablike crea- 
tures." They knew the eagle and probably the felon and 
hawk. Wild duck, geese, pelicans, herons, and bustards 
abounded ; also a wild darkish field dove, owl, wild hen, 
crane, and probably cuckoo, raven, crow, hoopoe, jay, and 
quail. Domesticated birds were unknown. No word for fish, 
though they must have been abundant in the Volga. Prob- 
ably were not much noticed, and never eaten. (2) Domes- 
ticated animals. Ox, sheep, goat. They were known as "the 
fastened," as opposed to those that ran wild. Dog was used 
to watch herds. Horse, partially domesticated, raised in 
droves for flesh and milk, not for riding or driving. Did 
not have ass, mule, cat, or poultry. 

3. Institutional life. 

a. Home life. 

(1) Organization of the family. The highest social or- 
ganization was the house community. It consisted of the 
house master, who was the sole and arbitrary ruler, his sons 
with their wives, and unmarried children, and grandsons with 
their families. Unmarried women remained with the family 



16 OUTLINE OF HISTORY 

under special protection of the house master. When mar- 
ried they became members of their husband's families, 
severing entirely their connection with their own. Wives 
were obtained by capture or purchase. Polygamous mar- 
riages were allowed but were not usual. Woman had few 
rights, and was regarded simply as property of the husband. 
The old, after they became infirm, were neglected and treated 
cruelly. Old age was regarded as " oppressive," " doleful," 
a " calamity." 

The rights of the house master descended to his oldest son. 
A close feeling of community life existed within the house 
community. Banishment from this family was the worst 
punishment possible. Words " abandoned," "unhappy," 
spring from words meaning homeless. The stranger had 
few rights and was regarded with suspicion and enmity. 
The Aryans in early times in the Volga valley had no love 
for any locality as fatherland, because of their migrations. 

(2) Houses. 

(a) Wagons. Lived in wagons during migrations. Camped 
at night around one open fare. Wagons were drawn by 
oxen and were roughly made. A pair of wheels and the axle- 
tree connecting them were all hewn in one piece from a 
tree trunk, thus somewhat resembling a spool. But before 
the Aryans left their original home on the Volga they 
discovered they could make the axletree separately and 
fasten it to the wheels with linchpins. Words for nave or 
hub, pole and yoke, indicate that these parts were known 
also. The wheels were without spokes. The art of wagon 
making is a distinctive characteristic of the early Indo- 
Europeans. 

(b) Underground houses. A circular basin-like hole was 
dug in the ground, probably six and a half to thirteen feet 
deep, with a radius of eleven to fifteen yards. (The dimen- 
sions are taken from the " funnel pits " or " mardelle " of 



OUTLINE OF THE FIRST-GRADE WORK 17 

Europe, which are supposed, to be the remains of the primi- 
tive house.) Short stakes were driven in the ground around 
the opening, and reeds and willows were wound in and out, 
forming a kind of basket work. On this was packed mud 
two or three inches thick, both inside and out. Across the 
top were laid first strong branches of trees for ribs and then 
reeds and bark in layers for the roof. The opening was in 
the roof, serving for both window and door, and in entering 
it is probable that one had to climb down a pole, which no 
doubt had steps formed by the cut-off branches. Afterward 
ladders were used. As the people advanced in civilization, 
the wicker-work walls of the houses grew higher and higher 
and the hole in the ground more shallow, but the door still 
remained in the top of the roof as a protection against wild 
beasts. At last the door was put in the side. Still later 
an opening was made in the roof for a window. The door 
could be closed from without by means of a crossbar. For 
a floor a layer of clay was spread and packed down. A sort 
of shaft or tunnel entrance was made to some of the houses, 
through which the cattle could enter. Fire was made in the 
center of the hut, first on the clay, afterward on a slab of 
stone. The smoke escaped through the hole in the roof. 

(3) Food. 

(a) Kinds. Had both animal and vegetable diet. 

1'. Animal. Lived mainly on the flesh of herds, — sheep, 
ox, goat, horse. Ate wild animals only in case of necessity. 
Birds and fish were not eaten. Bones were cracked and the 
marrow sucked out as a great delicacy. Milk and cheese 
were used, but butter was unknown. 

2'. Vegetable. Wild grain, wheat, barley, and millet were 
gathered and parched and made into hard, round, flat cakes, 
from very thin to an inch in thickness, and from four to 
five inches in diameter, and eaten. For fruit they had cor- 
nel, cherry, apple, pear, and plum. 



18 OUTLINE OF HISTORY 

3'. Salt. Salt was in. use, but was not common. 

4'. Mead. Mead, an intoxicating drink made from honey, 
was used. 

5'. Method of preparation. Meat was eaten raw some- 
times, but was usually roasted on a spit over the open fire. 
Later on ovens were dug out and lined with stones. The 
oven was heated and the meat wrapped in leaves and placed 
inside. Embers and dirt were placed on top. Boiling was 
not known. The cakes made of graiu were baked in the 
ashes. Cheese was made by drying coagulated milk in the 
sun. This was pounded into a powder, which was afterward 
soaked in water and drunk. 

(4) Fire. Fire was produced by rubbing sticks together, 
or by flints. It was fed with rushes, etc. It was sometimes 
fanned by the wings of the larger birds. 

(5) Clothing. Clothing at first consisted of skins from do- 
mesticated and wild animals. The hide was wrapped around 
the body, beginning at the right, drawn over the shoulders, 
passed under the arms in front, and fastened with thorns at 
each shoulder, the back part being drawn over to meet the 
front. This left both arms free, and an opening on the right 
side. A girdle was worn, at least at times, as was also a loin 
cloth. Sometimes hides were sewn together, bone needles, 
and sinews for thread, being used. Woolen and felt gar- 
ments were also in use, but not linen. Shoes were worn, 
but no covering for the head. Many ornaments were worn, 
chief of which were those made of copper, which was the 
one metal known. Men and women dressed alike. They did 
not wash their bodies, but instead smeared them over with 
fat. Later, in the agricultural period, butter was used for 
the same purpose but not for food. 

b. Industrial life. 

(1) Cattle raising. Cattle raising was the most impor- 
tant industry. A man's wealth was reckoned in cattle. 



OUTLINE OF THE FIRST-GRADE WORK 19 

They were the object for which he fought. The cow was 
the standard for value. Horned cattle, the main depend- 
ence, supplying food and clothing, were also beasts of 
burden and of draught. Sheep, goats, and horses were 
also raised. 

There was no adequate shelter, the animals wintering in 
the open, in protected spots. Often whole herds perished 
from cold and starvation, and from attacks of wild animals. 
Later on cattle wintered with the family. 

Frequent changes of pasture were necessary. To keep 
their bearings on these journeys, they turned their faces to 
the sun in the east, so they had south to the right and north 
to the left. 

Hunting was entirely secondary to cattle raising. The 
men hunted only as a means of defense or to procure food 
in case of necessity. Wild animals were not offered to the 
gods. Of farming there was none, though the wild grain 
was gathered. 

The importance of cattle raising over all other industries 
accounts partly for the vague divisions of time. The day 
was separated into three parts only, two of which point 
clearly to the occupation of the people. Morning was the 
time the cows were driven together, evening was the return 
home ; midday was also distinguished. Time was counted 
not by the sun at all, but by the purely lunar month, by 
nights instead of days, and by winters instead of sum- 
mers, the latter due to the great impression made by cold 
and hardships endured. Winter and summer were combined 
into the- idea of year, though this idea was vague. 

Flocks were numbered, the Aryans being able to count 
to one hundred. They measured with the natural meas- 
uring units, — finger, span, arm, arm's length, foot, and 
pace. The latter units of measuring, however, were not 
directly connected with cattle raising. 



20 OUTLINE OF HISTORY 

(2) Manufacturing. Extremely simple, done almost al- 
together in the family. 

(a) Pottery. Pottery was first roughly shaped with the 
hands and burned in the open fire. Later a potter's wheel, 
a thin slab resting on a stone pivot, was invented. The 
kettle, pot, ball-shaped water jug, and milk pail were made. 
At first decorations consisted only of dots ; straight and 
curved lines made by pressing in thongs of twisted leather. 
Encyclopaedia Britannica gives very helpful information on 
the subject of primitive pottery. 

(b) Cloth. The art 'of plaiting was probably the begin- 
ning of the art of spinning and weaving, preceding both. 
The invention of the spindle marks the advance of spinning 
from plaiting. Weaving was first, probably, only basket 
work made by the fingers. Strips of bark were woven to- 
gether for mats before a weaving apparatus was invented. 
The processes of spinning and weaving are described in 
the Aryan story in the author's History for Graded and 
District Schools. 

Eelt was made by laying the wool of the sheep in layers, 
sprinkling it with water, converting it by means of the 
glutinous fat into a compact mass, and finally pressing and 
fulling it (see Shrceder and Jevons, Institutions of the Primi- 
tive Aryan). 

(c) Leather. The Aryans tanned skins and made from 
them bottles, shields, bowstrings, bags, and clothing. 

(d) Weapons. Weapons of various kinds were made, 
although in general the Aryans were at peace. Knives, made 
of flint, from two to eight inches long, were used for cutting. 
Slings were made of leather, and stones could thus be thrown 
with deadly force. Sometimes sling stones were thrown with 
the hand. Shields were made of leather and of wood. Bows 
and arrows, the latter with flint arrowheads, were made. 
The club was the weapon in greatest use. Hammers and 
axes were also used. 



OUTLINE OF THE FIRST-GRADE WORK 21 

(3) Trade. The Aryans obtained honey, timber, and cop- 
per by barter. "Dumb barter takes place when the one 
party deposits his wares at a certain fixed place and then 
withdraws, whereupon the purchaser appears, places his 
quid pro quo (i.e. one thing for another) by the side of the 
wares exposed, and in his turn disappears as quickly as 
he can. If his equivalent is taken, his business is done ; if 
not, the purchaser is bound to add to the goods he offers " 
(Shrceder and Jeyons). Crossing streams was one of the 
necessities of barter. Shallow places in the river were 
known as places for fording, and these determined regu- 
lar routes of travel. Boats were simply tree trunks hol- 
lowed out by means of fire and ax. Oars were known, but 
not sails. 

c. Religion. Pure nature worship. To the Aryans gods 
did not exist apart from the phenomena worshiped. The sky, 
sud, fire, dawn, storm, and thunder were worshiped. Each 
power of nature seemed conquered at some time by other 
powers, as when the dawn was swallowed up by the day ; 
the sky, however, seemed constant, so it was worshiped as 
the greatest of all gods, as father. There were both male 
and female gods. Sky and sun were male generally, except 
when sun and moon were spoken of together, when they 
were oppositely sexed, sometimes the sun, sometimes the 
moon, being the male. Their religious thought was per- 
vaded by the idea of conflict between winter and summer, 
and this struggle is reflected in the myths of all nations. 
The story of the sleeping beauty belongs to this class of 
myths. In this period they had no priests, but certain 
ceremonies must have been performed by the house father. 
We have evidences that certain sacrifices were performed 
(even human ones), and that barley was connected with the 
holy ritual of sacrifice. Fire was sacred, especially the fire 
of the hearth. 



22 OUTLINE OF HISTORY 

II. IN AGRICULTURAL STAGE 

1. In Europe. 

a. Location. They were bounded on the south by the 
Danube and the sea, on the east by the Dnieper, on the north 
by forests and swamps reaching up toward central Europe, 
on the west by the Carpathians. 

b. Characteristics of the country. 

(1) Contour. Mostly level, mountainous on the west, 
swampy on the north. 

(2) Rivers. Abundant, usually wide and deep, some- 
times forming dangerous rapids, sometimes spreading out 
in swamps. 

(3) Soil. Extremely rich and productive, easily turned 
by the plow. 

(4) Climate. Transitions of seasons more gradual. They 
learned to distinguish autumn as the time for gathering in 
the crops. 

(5) Vegetation. Abundant and varied. Grassy steppes 
on the east change rapidly into dense forests. Many new 
trees, as beech, oak, willow, hazel, elm, alder, ash, maple. 
Oak the principal tree. In after ages the early Greeks and 
Germans revered the oak greatly. Flax began to be culti- 
vated. 

(6) Animal life. Animals wilder and more terrifying. 
Bears numerous ; also aurochs, bison, elk, boars, wolves. 
Between the Carpathian and the Balkan mountains lions 
roamed. The hedgehog, fox, lynx, and hart were common. 
Pigs began to be domesticated as human life became more 
rooted in the soil. Did not have the cat, but the weasel took 
its place as mouse catcher, and also in superstitions and 
mythology ; for example, it was considered bad luck to have 
the weasel cross one's path. Birds were very numerous. 
Cranes, wagtails, throstle, woodpecker, and starling are 



OUTLINE OF THE FIRST-GRADE WORK 23 

mentioned. Bees were common. Honey, obtained before 
only by barter, was now abundant. Fish became known 
when boats fit for navigation, i.e. boats with sails, came 
into use. Nets were woven of flax, floated with buoys of 
bark, and sunk with stone weights. 

c. Institutional life. 

(1) Improvement in home life. 

(a) Organization of the family. House master at the head 
of his immediate family as before, with absolute power over 
his family and dependents, but not over his brothers or near 
relatives, who themselves are rulers of their households. 
The house masters, tracing their ancestry from a common 
source, meet as a sort of council, which decides all ques- 
tions of common interest. This organization is called the 
brotherhood. Later the brotherhoods, settled on adjacent ter- 
ritory, form confederations for the sake of defense against a 
common enemy, thus founding the tribe. The tribal ties are 
made stronger by frequent marriages between members of 
different brotherhoods, and on account of the more settled 
life the wife's relations begin, for the first time, to be rec- 
ognized, especially the mother's brother as the uncle and 
protector of the children. No last name as yet appears. 

(6) Houses. The rectangular log house which may have 
appeared before the agricultural period now became com- 
mon. Some, at least, had a high sloping roof. The round 
hut was retained by the less energetic members of the tribes. 

(c) Food. Much the same as before. Acorns, fish, and 
pork added to the diet. They began to make butter, not 
for the purpose of eating it, but for lubrication. The milk 
was put into a sheepskin or goatskin bag and kneaded or 
beaten until the butter was formed. Meat was roasted as 
before. A method of boiling was discovered. Clodd says : 
"Afterward they [primitive people] would dig a hole and 
line it with the hard hide of the slain animal, fill it with 



24 OUTLINE OF HISTORY 

water, put the meat in and then make stones red hot, drop- 
ping them in until the water was hot enough and the meat 
cooked. Then a still better way would be found out by 
boiling the food in vessels set over the fires. These ves- 
sels were daubed outside with clay to prevent their being 
burnt" (The Childhood of the World). 

(d) Clothing. Hides and woolen mantles worn as before. 
Linen was added to materials for clothing. Hats and caps 
were introduced. 

(2) Industrial life. 

(a) Cattle raising. Cattle raising still important but 
slowly giving way before farming. 

(b) Farming. 

V. Plants cultivated. Had wheat, millet, and barley. 
Did not have oats. Had flax but not hemp. Probably had 
peas, beans, and onions. Did not cultivate trees. 

2'. Plow. The first plow was a stout piece of wood bent 
into a hook shape. It was without a handle. A sharp stone 
was, at a later period, inserted for a point. Early names 
for plow mean " wolf with the biting teeth," " rooting hog," 
" pig's snout." It is supposed that the first plow was pulled 
over the ground by a man. Then a handle was added, so 
that one pushed while the other pulled. Afterward the 
pulling was done by oxen, the man guiding. 

3'. Harrow. The first harrow was a branch of a tree. 
It was dragged over the plowed ground at first by a man 
and later by oxen. 

4'. Sickle. A stone sickle was used for cutting the wheat. 

5'. Thrashing. Grain was trodden out by man and cattle, 
and freed from the chaff by throwing it up in the air. 

6'. Fences. Fences consisted at first of twisted thorns and 
reeds, and were used to inclose small pieces of land in which 
were planted peas, beans, and onions. This farmyard is prob- 
ably near the beginning of private property in land. 



OUTLINE OF THE FIRST-GRADE WORK 25 

(c) Manufacturing. 

1'. Pottery. Potter's oven was made, and a way was dis- 
covered to make the glaze. 

2'. Cloth. Cloth was now made of linen as well as of 
wool and felt. 

3'. Flour. The earliest flour mill was a hollow stone, the 
mortar, in which the grain was pounded with another stone 
of convenient shape, the pestle. Afterward the surfaces of 
the mortar and pestle were roughened, so that the grain was 
grated rather than pounded. Later a handle was added to 
the top of the pestle. 

4'. Weapons. The smith's art may have been begun ; if 
so, they used stone tools at first. 

(d) Trade. 

1'. Fairs. Dumb barter gave way to fairs. " Two tribes 
agree that at a certain time in a neutral place war's alarms 
shall cease in the interests of trade. Weapons are laid 
aside and the dealers come together under the protection 
of the fair's truce." 

2'. Guest friendship. Guest friendship comes next higher. 
The stranger coming for the purpose of trade is entertained 
in the home, the usual suspicion and hostility toward him 
being laid aside. Interchange of goods is more frequent, as 
a result of the more settled agricultural life (Shrceder and 
Jevons). 

(3) Eeligion. 

(a) Powers worshiped. Still nature worship, but as they 
before had worshiped those things in nature most in evi- 
dence, such as the sky, the sun, the dawn, so now they 
worshiped that which was ever present to their conscious- 
ness, — the forest, or individual trees, especially the oak. 
Woods and groves were the temples of the gods ; the word 
" temple " probably first meant tree trunk. Soon they began 
to abstract the spirit from the object, i.e. they learned to 



26 OUTLINE OF HISTORY 

think of the soul of the tree as being able to leave it and 
go about. So now the belief grew that the forest was peo- 
pled, with wood spirits, wild women, dryads, and nymphs. 

(b) Priests and ceremonies. At first the father acted as 
priest, performing the ceremonies. Then arose magicians, 
warlocks, and soothsayers. One of the first ceremonies was 
divination by means of chips. They cut chips from the 
beech and oak, and cut signs on them denoting good or 
evil. If a public matter was to be decided, the priest of 
the tribe would officiate, or, if it were a private affair, the 
house master would. He cast the chips on a white cloth, 
and, looking upward and praying to the gods, he took three 
chips at random and then interpreted the meaning of the 
signs. Priests officiated at the sacrifices of animals, some- 
times at human sacrifices. The offices of priest and physi- 
cian were combined. The priest had a knowledge of a few 
healing herbs and poisonous plants. 

(c) Relation to superstition. Their superstitions were 
hardly separated from their religion. " The beast of the 
wilderness is an object of reverential respect. With the 
fox, the wolf, the weasel, etc., that cross the path or 
the vision of the traveler he associates forebodings, some- 
times of joy but mostly of gloom, to such a degree that at 
the present day we can hardly form an idea of the heavi- 
ness with which their superstitions and religious concep- 
tions weighed upon them. To an especial degree does this 
hold good of the kingdom of birds, whose mysterious and 
incalculable comings and goings in the regions deemed to 
be the abode of the ' immortals,' fit them to be prophets " 
(Schroeder and Jevons). The birds were the prophets at 
first, probably prophesying spring only. Birds of ill luck 
were the owl and the dove. The right indicated good luck, 
the left bad. Right was lucky because the right hand was 
skillful, clever ; left was unlucky because the left hand was 



OUTLINE OF THE FIRST-GRADE WORK 27 

weak, feeble. The light of the moon was regarded, as hav- 
ing an effect on vegetation. 

2. In eastern Iran. 

The Aryans who traveled southeast from the Volga set- 
tled in the eastern portion of Iran. Those who settled in 
the . valleys developed agriculture in much the same way 
as the Europeans did, inventing the plow, raising grain, 
beans, etc. Instead of flax they cultivated hemp, from which 
they obtained their intoxicant. Those who settled on the 
surrounding steppe country remained nomads. 

The new animals with which they became acquainted 
were the jackal, ass, and camel. They discovered gold. For 
weapons they had the bow and arrow, poisoned arrow, sling, 
spear, pike, sword, knife, ax, club (used both for throwing 
and hitting), and the lance. 

3. In India. 

From Iran part of the Aryans went into India, where 
the warm climate, fertile soil, and abundant rainfall made 
agriculture much easier. This permitted a more settled 
form of life. The community of villagers bound together 
by the ties of kinship was the social unit. Kegular trade 
became possible. 

The vegetation was abundant and tropical. The animals 
were fierce, the lion being the most terrible ; the tiger was 
not known until later. 

The numerous contests with the natives made a great 
impression on Indian life and must have been long and 
terrible. 

A great amount of thought was given to religion, and 
the nature worship of ancestors developed into a worship 
of elevated divinities who ruled the elements. Keligious 
thought finally crystallized in the Veda,, which contains 
the highest ethical truth. 



28 OUTLINE OF HISTORY 

Note. The work on India may be expanded at the discretion of the 
teacher. The material is abundant and easy to obtain. Geographies 
and encyclopedias give information that may be used. One of the 
most helpful books is Hindoo Literature of the Ancient Books, by 
Elizabeth Reed. Besides many quotations from the Veda, it gives in 
a simplified form the great Indian epics, parts of which may be used 
to advantage in the work in literature. Zigzag Journey in India, 
by Butterworth, contains many characteristic Indian tales in which 
children are greatly interested. 

In presenting the story as given above the teacher should 
understand that it is only typical. Not all Aryan tribes 
passed through the different stages of culture at the same 
time or with the same speed ; then, as now, all were not 
equally pure in characteristics. Blood, bone, skin, hair, 
language, shape of skull, — all have entered into race mak- 
ing. As a matter of fact, no doubt, the Aryan people were 
much mixed in early times, just as the Semitic, Hamitic, 
Indian, Negro, and Anglo-Saxon races are mixed in our day. 
There are no perfectly pure races either on basis of blood 
or language in the world. The teacher can only hope to 
give the children the general truth about the formation of 
great world races. 

GENERAL NOTE ON REFERENCE BOOKS 

A small, select school library is one of the most useful and 
necessary adjuncts to the successful teaching of history. A few 
good books purchased annually will soon develop into an excel-, 
lent working library. The fund for the purchase of these books 
is usually obtained through special appropriations, the levying of 
small fees, gifts from friends, and receipts from entertainments. 
It is understood that all the books in the following lists recom- 
mended for the various grades cannot generally be purchased at 
one time, and it is therefore suggested that the starred books be 
purchased first. With few exceptions, all the books mentioned 
here are in print and may be purchased either directly from the 
publisher, through local booksellers, or of collecting agencies. 



OUTLINE OF THE FIRST-GRADE WORK 29 

It is not expected that the teachers, much less the pupils, will 
be able to read all the references cited, but it was deemed wise 
to make rather extensive lists, with the idea that some of the 
books would be found in the various school and public libraries. 
Attention is called to the most valuable references by means of 
asterisks and annotations. Those especially adapted to children's 
use are marked " juv." (juvenile), just following the title. Of 
course the amount of reading, both on the part of teachers and 
pupils, will naturally progress with the advance in grades, and 
therefore the number of references is increased. 



REFERENCES FOR THE FIRST GRADE 

Andrews, Jane. Ten Boys Who Lived on the Road from Long 
Ago to Now (juv.). Boston, Ginn & Company, 1885. 50 
cents. 

The language is simple, and the story of Kablu, a typical 
Aryan boy, will be readily understood when read to the chil- 
dren, and affords excellent illustrative and suggestive material 
on one branch of the early history of man, except that most 
of the better authorities now place the origin of the early 
Aryan people in southeastern Europe on the Volga river 
instead of in India. 

Clodd, Edward. Childhood of the World : a Simple Account of 
Man in Early Times. London, Kegan Paul, 1872. 1 shilling. 

Clodd, Edward. The Story of Primitive Man. (Library of Use- 
ful Stories.) New York, D. Appleton & Co., 1895. 35 cents. 

Dopp, K. E. * Industrial and Social History Series (juv.). Chi- 
cago, Rand, McNally& Co., 1903-1906. 4 vols. 45 cents each. 
Three of the four volumes have already been published 
and the fourth is in preparation. They are written in the 
simplest language, and the first two may be used as supple- 
mentary reading books in this grade. They are very helpful 
in introducing children to the atmosphere of most primitive 
man. Contents: Book I, The Tree Dwellers, — -the age of 
fear; Book II, The Early Cave Men, — the age of combat ; 
Book III, The Later Cave Men, — the age of the chase; 
Book IV, The Tent Dwellers, — the early fishing men. 



30 OUTLINE OF HISTORY 

Herbertson, A. J. and F. D. *Man and His Work. London, 
Adam and Charles Black, 1902. 1 shilling 6 pence. 

An excellent introduction to the origin of the various 
occupations of man. 

Ihering, Rudolph von. Evolution of the Aryan. New York, 
Henry Holt & Co., 1897. $3.00. 

Keaey, C. F. Dawn of History. New York, Charles Scribner's 
Sons, 1887. $1.25. 

Kemp, E. W. History for Graded and District Schools (juv.). 
Boston, Ginn & Company, 1902. $1.00. 

" The purpose of this book is to present a framework of 
history for the graded and district schools ; that is, for chil- 
dren from six to fifteen years of age." (Preface.) 

Lubbock, Sir John. Origin of Civilization and the Primitive 
Condition of Man. New York, D. Appleton & Co., 1882. 
$2.00. 

Lubbock, Sir John. Prehistoric Times. New York, D. Apple- 
ton & Co., 1900. 6th ed. $5.00. 

The author, in these two works, aims to show that civi- 
lization has arisen from original barbarism and that barba- 
rism is not the result of degeneration. 

Maine, H. S. Ancient Law. New York, Henry Holt & Co., 
1888. $3.50. 

Maine, H. S. Early History of Institutions. New York, Henry 
Holt & Co., 1888. $3.50. 

This and the preceding work show the origin of many 
modern customs. 

Mason, O. T. Woman's Share in Primitive Culture. (Anthro- 
pological Series.) New York, D. Appleton &Co., 1894. $1.75. 

Morgan, L. H. Ancient Society. New York, Henry Holt & 
Co., 1878. $4.00. 

A very scholarly effort to trace the lines of human prog- 
ress from savage life to civilization. 

Morris, Charles. Aryan Race. Chicago, Scott, Foresinan & Co., 
1888. $1.50. 

Rawlinson, George. Origin of Nations. New York, Charles 
Scribner's Sons, 1877. $1.00. 
An old standard authority. 



OUTLINE OF THE FIRST-GRADE WORK 31 

Schrader, Dr. O. * Prehistoric Antiquities of the Aryan Peoples. 
London, Charles Griffin & Co., 1890. 21 shillings. 

One of the best possible references for the teacher's use. 
Shaler, N.S. *Domesticated Animals, New York, Charles Scrib- 

. ner's Sons, 1895. $2.50. 
Starr, Frederick. Some First Steps in Human Progress. 

Cleveland, Chautauqua Assembly, 1901. $1.00. 
Taylor, Isaac. Origin of the Aryans. (Contemporary Science 
Series.) New York, Charles Scribner's Sons, 1889. $1.50. 

The theories which dispute the Asiatic origin of the Aryan 
race are here strongly presented. 
Tylor, E. B. Primitive Culture. New York, Henry Holt & Co., 

1889. $7.00. 
Viollet-le-Duc, E. E. * Habitations of Man in All Ages. Lon- 
don, Sampson Low, 1876. 16 shillings. 

Though out of print, copies of this valuable work will be 
found in the larger libraries, and second-hand copies may be 
purchased if sufficient time is given to a good collecting 
agency. 
Waterloo, Stanley. Story of Ab : a Tale of the Time of the 
Cave Men. Chicago, Way & Williams, 1898. $1.50. 

Tells with scientific accuracy how the cave men lived, 
hunted, and fought. 



OUTLINE OF THE SECOND-GRADE WORK 

Note. The material upon which this outline for the eight grades 
of the elementary school is based, is found largely in the history 
stories and other material in the author's History for Graded and 
District Schools. 

In presenting the stories for the second grade, as in pre- 
senting all historical work, the relation of cause and effect 
should be constantly emphasized. In the following outline 
this relation is made prominent, and suggestions as to the 
method of presenting the stories are made. 

The chief causes influencing the life developed in a 
country may be regarded as two, — the physical features 
of the country and the fundamental, controlling ideas held 
by the people. The effects may be regarded as three, — the 
characteristic institutional life developed within the coun- 
try, the influence exerted on other nations, and the contri- 
butions made by any people to the general historical stream. 

In presenting the work the stories should be told, not 
read. They should be enriched by the personality of the 
teacher through explanation, illustration, and vivid word de- 
scription, and pictures should be used freely. The teacher 
should help the children to construct the mental pictures 
that the story suggests, and should encourage them to repro- 
duce them, not only in well-selected language of their own 
but by means of drawing, molding, cutting, and sewing. 

The aim of the second-grade work is to present in simple 
form some of the most characteristic features of the life 
which grew up in the two old seats of civilization, — the 
Nile valley and the valley of the Tigro-Euphrates. 

32 



OUTLINE OF THE SECOND-GRADE WORK 33 

This life is to be presented in connection with stories of 
the life in Egypt, in Palestine, and in Phoenicia. Phoenicia 
is to be seen as a country lying between the two great 
valley civilizations, yoking them together, as it were, and 
finally gathering up the products produced in each and 
distributing them all around the Mediterranean Sea. 

These stories are intended merely to give teachers a hint 
of both matter and method for this grade ; but it is hoped 
that they will lead to the reading of some of the best books 
on the life of these countries, without which the best work 
in history of whatever grade is impossible. 

I. Life of the Egyptians 

Geography. Egypt was shut in from the world, was level, 
had a rich soil and a warm climate, and was connected 
throughout its entire length by the Nile River. 

The controlling ideas of the people were their religious 
ideas and ideals, their idea of the relation that existed 
between the king and the gods, and their idea of life after 
death. 

Because of these conditions they developed within the 
country an absolute monarchy, extensive building, internal 
commerce, and agricultural life, the art of writing, the 
science of number and medicine, and made great advance 
in architecture and sculpture. 

For neighboring nations they furnished a storehouse of 
art, science, and material wealth. 

To the general historical stream they contributed their 
knowledge of art, science, and building, took the early 
steps toward working out an alphabet, and started mankind 
to think on the problem of the immortality of the soul. 



34 OUTLINE OF HISTORY 

SUGGESTIONS AS TO THE WAY OF PRESENTING THE 

PART OF THE STORY RELATING TO 

VARIOUS TOPICS 

Time. Carry the children back in time as far as possible, 
and there begin the story. No time connection need be made 
with the early Aryan life studied in the first grade, since the 
Egyptian is probably the older. Use the birth of Christ as 
the chief point in time, since it is so used in history. Make 
this time point as clear as possible to the children by 
simple illustration. 

Physical features. Do not feel satisfied until the children 
see Egypt mentally and are able to illustrate with drawings 
or modelings. 

Religious ideas. In working out the religious view of the 
Nile held by the Egyptians, explain fully the phenomenon 
of the overflow, emphasizing the seeming personality of the 
river. Give the children an opportunity to account for the 
fact ; then give the true explanation ; finally, give the view 
held by the ancient Egyptians. Thus the children are led to 
confront the same problem that the Egyptians confronted. 
It is probable that some of the explanations offered by 
the children will be very similar to the one accepted by the 
Egyptians. 

Note. Whenever it is practicable the children should be made to 
solve the same problems that the ancients did, before the historical 
solution is given to them. Gradually they will come to think that the 
views held in ancient times were not wholly wrong, but were rather 
a development of experience and environment. 

THE RELATION BETWEEN THE KING AND THE GODS 
AND THE KING AND THE PEOPLE 

Emphasize the fact that the great veneration of the 
people for the king partly accounts for the fact that he 
could own so much of the land, control the produce and 



OUTLINE OF THE SECOND-GRADE WORK 35 

labor of the country, and build great temples and pyramids. 
Tell the children something of slavery in Egypt, and com- 
pare it, so far as they are able, with slavery as it once ex- 
isted in our country. Help the children to think upon which 
would be better for early man, to run wild in the woods or 
to become settled on farms, some being slaves of others. 

The farm life of the Egyptians. This part of the story is 
given in the form of a trip, to suggest one way in which 
the work may be made concrete. Present problems to the 
children, such as, What way did the Egyptians devise to 
water the fields on the hillside ? Why did they not have 
steel plows for plowing the ground ? Have the children 
give in good language the whole farming process, including 
a description of the implements used. 

The school life. Emphasize the fact that the Egyptians 
invented their system of writing and of counting. Present 
such problems as, Why did the peoples of the Nile and 
Euphrates valleys invent systems of writing and counting 
before the peoples living in a cold climate and on barren 
soil ? What made the Egyptians wish to write and count ? 
How would our schools be different if each child made 
his own paper ? Have the children tell how things in 
their schoolroom would compare with similar things in 
the Egyptian school. 

The temple. Use drawings and pictures freely. Pictures of 
Egyptian temples, pylons, and columns are easily obtained. 
Encourage the children to represent the temple on the 
school ground. 

Lead them to see that it was massive, comparatively low, 
and stable, suggesting that the Egyptians wanted it to last 
forever. 

Embalming. Show pictures of a mummy and draw pictures 
of mummy cases. Explain the symbols on them. Explain 
the process of embalming. 



36 OUTLINE OF HISTORY 

Sculpture. *Help the children to see the purpose of sculp- 
ture. Explain the Egyptians' idea that departed spirits 
returned to earth and inhabited the stone statues ; the sim- 
ilar thought as to departed spirits returning to occupy the 
body. Compare pictures of Egyptian with Greek statuary. 
Which is the most pleasing and graceful ? Why ? 

The great pyramid. Arouse, by means of word descrip- 
tion, a feeling of its vast size ; compare with size of school- 
house yard ; explain its use ; compare with monuments of 
the present day. Have the children make drawings of the 
pyramid. Encourage the building of a small one, being care- 
ful as to proportion. Pyramids may be cheaply and con- 
veniently made of plaster of Paris. Many helpful pictures 
are available in books and magazines. 

Imaginary climb. Tell how the long valley with its char- 
acteristic life and great sand deserts would look from the 
top ; help the children to imagine it. Help them to sum 
up what the Egyptians thought or did, which other peo- 
ple, coming after, could learn without having to think for 
themselves. 

II. Story of the Hebrews 

Geography. Palestine was marked by great variety in 
surface, soil, climate, animals, and plants. Work out the 
country as divided by mountains, and as having a river 
running through deep gorges and extending through the 
eastern part. 

The country often suffered from long droughts, thus 
causing the Jews to highly value the " dews of Heaven." 

Effects. The physical environment tended to keep the 
people from uniting under one ruler. Palestine was almost 
as broken up by mountains as Greece, and the Jews had 
one united state for only about one hundred years ; and 
throughout the fifteen hundred years of Jewish history 



OUTLINE OF THE SECOND-GRADE WORK 37 

the tribes of different parts of the country were much of the 
time quarreling among themselves. Thus help the pupils 
to see that these geographical features of the country tended 
to keep the people disunited. The intense earnestness of 
the Jew to teach all his people that there was one true 
God who specially cared for the Jew tended to draw them 
all together to one common place of worship ; hence Jeru- 
salem, as the one great religious and educational center, 
finally arose. It also became the greatest commercial center 
cf the Jewish nation. 

Palestine was near the great roadway between the east 
and the west. It contributed wealth and some produce to 
the other nations and kept before them the most advanced 
religious idea. 

To the general stream of history it contributed the 
systematic beginning of the idea of one all-powerful and 
just God. 

Time and place of the Jewish history. Develop these ideas 
by connecting Palestine and its history in a general way 
with Egyptian history. Egyptian history was very old as 
compared with that of Palestine. Palestine was perhaps from 
ten to fifteen days by caravan northeast of Upper Egypt. 

Origin of Hebrew religion. Work out with the children 
the early life of Abraham. After working out, as clearly 
as the age of the children will permit, the idea of Jewish 
religion, then give them the word — monotheism. 

History of the Hebrews. Tell the stories of Jacob, of 
Joseph, of Moses, of David, of Solomon. Make clear 
nomadic life in connection with the early life of the Jews 
(shepherds, sheep, tents, traveling from place to place, etc.) ; 
compare with Indian life in this country. Draw a picture 
of a primitive altar. Lead the children to see the benefits 
that the Hebrews derived from living in Egypt so long. 
Name the things that they might learn from the Egyptians 



38 OUTLINE OF HISTORY 

of that time, as the alphabet, "Holy Place," "Holy of 
Holies," the worship of a calf, the sacrifice of oxen. 

Physical features. Make clear by simple illustrations the 
fact that the environment of the people tended to keep them 
from forming just one great government. Imagine and de- 
scribe the life as it would appear in tribes in the various 
parts of the country. Draw a map of the country and have 
the children name the products. Draw a picture of a vine- 
yard and describe the work in it. Describe the work on a 
Jewish farm and compare with that in our own country. 

Commercial life. Show on the maps how Palestine lies 
near the great roadway between the Nile valley and that of 
the Tigro-Euphrates. Have the pupils draw such a map. 
What would the people of Palestine have to sell ? What 
would they buy ? Whom would they sell to and buy from ? 
Modes of travel ; compare with present modes. 

City of Jerusalem. Think of it as being on a hill ; rela- 
tion of location to easy defense ; Jews' idea of a " high 
place " as best for worship ; make diagrams and drawings 
of the city. Use pictures freely. Dwell on the city as the 
center of religion, government, education and culture, and 
business life. Did Jerusalem need a wall more than a city 
in Egypt needed one ? Why ? 

Home life. The everyday occupations of the people ; food, 
clothing, farm life, and farm implements ; compare with 
our own, and tell where they got the embroidered linen 
of which their mantles were made; also tell where they 
got their jewelry and their divans. Description of dinner 
.in a Hebrew house. 

School life. Where did the Hebrews learn to write and 
to make books ? What did they write on ? Have the chil- 
dren play that they are in a Hebrew school and have them 
put away everything from their own schoolroom that is 
not in a Hebrew school. Compare what would probably be 



OUTLINE OF THE SECOND-GRADE WORK 39 

written on a Hebrew scroll with that written on an Egyp- 
tian scroll. What were some of the things that the Hebrew 
men would probably discuss in the temple ? 

Solomon's temple. Size, beauty. Did it have statues of 
gods and goddesses in it ? Why not ? Explain to the chil- 
dren in this connection the statement of the Bible, " Thou 
shalt not make unto thee any graven image " ; effect of this 
commandment upon the production of art by the Hebrews. 
Tell the children about the inside of the temple; the Holy 
Place; Holy of Holies; furnishings of the temple and 
where obtained; sacrifices. Compare this religion with that 
of the Egyptians and tell wherein it agrees and wherein it 
differs. The aim in comparing one religion with another is 
to help the children to see (1) the stages in religious growth ; 
but also just as distinctly (2) the unity in the religious ex- 
perience of all races. 

Truth is one, 

And in all lands beneath the sun, 
Whoso has eyes to see may see 
The tokens of its unity. 

Compare with our own. 

Compare the contribution of the Hebrews to the stream of 
history with the contributions made by the Egyptians. Sum 
up the things both worked out, and suggest things that may 
yet be worked out by other peoples ; as, for example, beauti- 
ful art by the Greeks, etc. Compare different peoples with 
different pupils, and show that just as one pupil can do one 
thing well and another another thing, so it is with peoples. 

III. Story of the Phoenicians 

Geography. Phoenicia was small in size but rich in vege- 
tation. It was shut away from the eastern world by the 
almost impassable Lebanon Mountains. The Mediterranean 



40 OUTLINE OF HISTORY 

Sea, containing the valuable fish from which purple dye was 
made, lay to the west. 

The people were influenced largely by their geography, 
but instead of being in a rich valley like the Nile or the 
Euphrates, they were in a little rocky country which made 
them struggle in every way to overcome the difficulties 
which surrounded them ; hence they became one of the 
most wide-awake people of the olden time. Trade and com- 
merce finally became the chief occupations in the develop- 
ment of their life. 

The people advanced in all forms of industrial life, but 
they especially became great navigators and traders. In 
order to facilitate commercial life they perfected systems 
of writing and counting that had been partially worked 
out by other nations. At Sidon and Tyre they built up 
rich and powerful little city states. 

In relation to the other nations they were the great dis- 
tributors of raw materials, manufactured products (as 
shawls, carpets, jewelry, spices, papyrus, parchment, useful 
farm and household implements, etc.), systems of writing 
and counting, and ideas regarding science and art. To the 
general stream of history they contributed shipbuilding 
and the alphabet, and sowed the early seeds of science, 
art, and industry around almost the entire coast of the Medi- 
terranean Sea. In ancient times they were the navigators 
of the Mediterranean, as the Vikings and Northmen were 
of the Atlantic in more modern times. 

Geography of Phoenicia. The geography of the country 
so largely determined the life of the Phoenicians that 
every means for constructing a vivid picture of it should 
be used ; describe, mold in sand, draw on paper or board, 
describe from map. 

Ships. What led the Phoenicians to build ships ? Why 
did they think out the art of shipbuilding before the 



OUTLINE OF THE SECOND-GRADE WORK 41 

Egyptians or the Hebrews ? Explain the meaning of the 
words " bireme " and " trireme." Describe the ships and 
the way the rowers sat. Show pictures, etc. Compare in 
size with our ships. Aid the children in making good mental 
pictures of each kind of ship. Have drawings and cuttings 
of them made. Have the children give all the ancient ways 
of propelling boats and ships, as floating on stream, row- 
ing, sailing ;. compare with our present way. Why did not 
the Phoenicians use steam ? Why did not the world always 
continue to use such a boat as the Phoenicians used ? Tell 
the story of the invention of the steamship. Tell stories 
of the galley slaves (see Ben Hur). 

An imaginary trip on water in a Phoenician trading ship. 
Make the trip real and vivid. Have the children tell where 
each article taken on the Phoenician boat was produced, 
e.g. shawls from Persia, spices from Arabia, leopard and 
lion skins from Egypt, etc. Notice each stop made and the 
trading at each place. Had the Phoenicians a compass ? 
Explain use of compass. The Phoenicians took doves along 
with them on the boat so that in case they were driven by 
storm out of sight of the land they might find their way 
back by letting loose a dove and following the general course 
of its flight till they came to land again. Could the Phoe- 
nicians have crossed the Atlantic with nothing but a dove 
to guide them when they got lost ? Would the training 
obtained in learning to travel on the Mediterranean help to 
teach others how to cross the Atlantic centuries after? 

Imaginary caravan trip to the East for purpose of trade. 
The camels ; their fitness for long trips through the 
desert; how loaded; with what; how driven. Draw and 

-e the children draw a picture of the Lebanon Moun- 

with a narrow pass; draw a map of the journey 

"•icia back to Babylon. Use word description and 

; n giving an idea of a caravan. Compare 



42 OUTLINE OF HISTORY 

carrying goods by caravan with man carrying them on his 
own back, as was done at first ; compare with the present 
method ; think out why there has been a change from one 
way to the other. Have the children illustrate a caravan 
by drawing or cutting. 

Religion. Molock and how he was worshiped. Compare 
the Phoenician religion with that of the Hebrew. Compare 
the Phoenician idea of sacrifice with our idea. 

Sum up the great contributions made by the Phoenicians, 
the Egyptians, and the Jews, and lead the children to think 
of things not yet done by any of them. Draw a stream on 
the board, with tributaries flowing into it from Egypt, Baby- 
lon, Palestine, and Phoenicia, and lead the children to tell 
the chief ideas which each tributary pours into the stream. 
Which tributary rises first? second? third? fourth? 

IV. Story about Books 

This story is intended to show the development in the 
art of writing and in book making. It is also intended as 
a brief summing up of second-grade history work. The 
working out of a system of preserving knowledge was per- 
haps the greatest achievement of the people whom we 
have been studying. Before beginning the story endeavor 
to make the children appreciate the difficulties that the an- 
cient people labored under from having no way of recording 
their thoughts, and lead the children to work out some way 
for handing knowledge on from one generation to the next ; 
of sending word to distant friends, relatives, etc. Do this 
by having them imagine themselves in a place where there 
are no books, paper, or writing materials of any kind 
in which not a person can read or write. Have thp 
out ways to send a message to a friend ten ; 
without telling the message to the t^c. 



OUTLINE OF THE SECOND-GRADE WORK 43 

and illustrate what is meant by tradition. Give the story 
slowly, leading the children to recognize each new advance 
and to feel the progress made. 

By way of helps show wood carvings and pictures of 
stone carvings. Make clay bricks and cylinders and a 
small wedge with which to write. Help the children to 
copy some cuneiform writing and then burn the bricks and 
cylinders. Show the children parchment. Have them make 
rolls or scrolls, using common paper. Have them read from 
the scroll, unrolling one end and rolling the other as they 
read, as was done by the ancients ; have them make imita- 
tion papyrus paper out of dry cornstalk pith. 

Select the names of several common objects and have the 
children devise means of expressing them by object, pic- 
ture, sign, and letter writing. Compare the kinds of books 
described in the story and the various ways of writing. 
Which was easiest ? Why ? Which was fastest ? Why ? 

Compare our books with the clay cylinder and parchment 
roll. Seek for their advantages over our books as well as 
for their defects. Help the children to see that a system of 
writing and making something to write on have been great 
aids in the progress of man. It has helped him to accumu- 
late thought from age to age just as he has accumulated 
wealth by inventing plows, ships, railroads, etc. 

Sum up the contributions made by all the people studied, 
and have the children think which have been of the greatest 
importance in helping along the advancement of man. 

' ; ^k of things great or small not yet thought out by 

■"•vole thus far studied ; as, for example, coni- 

^nk, carpets, stoves, electric cars, steam 

globes, maps, writing paper, 

1 ■ 1= sztiaji country they 



44 OUTLINE OF HISTORY 

REFERENCES FOR THE SECOND GRADE 

General Histories 

Anderson, R. E. *The Story of Extinct Civilizations of the 
East. (Library of Useful Stories.) New York, D. Appleton 
& Co., 1898. 35 cents. 

This little volume is full of reliable information concern- 
ing the Egyptians, Hittites, Phoenicians, and Hebrews. 

Andrews, Jane. Ten Boys Who Lived on the Road from Long 
Ago to Now (juv.). Boston, Ginn & Company, 1885. 50 cents. 
See note in references for first grade. 

Arnold, Emma J. * Stories of Ancient Peoples (juv.). New 
York, American Book Company, 1901. 50 cents. 

Boughton, Willis. History of Ancient Peoples. New York, 
G. P. Putnam's Sons, 1897. $2.00. 

Clodd, Edward. Story of the Alphabet. (Library of Useful 
Stories.) New York, D. Appleton & Co., 1906. 35 cents. 

Hittell, J. S. History of the Mental Growth of Mankind in An- 
cient Times. NewYork,HenryHolt&Co.,1893. 4 vols. §6.00. 
Chapters XV, XVI, XVII, and XX of Vols. II and III 
will be found especially helpful, including a discussion of 
the Phoenicians, upon whom material is scarce. 

Kemp, E. W. History for Graded and District Schools (juv.). 
Boston, Ginn & Company, $1.00. 

Sayce, A. H. * Ancient Empires of the East. New York, Charles 
Scribner's Sons, 1898. $1.50. 

One of the latest and best references on the subject. 

Egyptians 

Breasted, J. H. * History of Egypt, from the F<f>r' 

to the Conquest of the Persians. Ne™~ " 

ner's Sons, 1905. $5.00. 
Erman, Adolf. * Lifp : 



OUTLINE OF THE SECOND-GRADE WORK 45 

Maspero, Gaston. * Life in Ancient Egypt and Assyria. New 

York, D. Appleton & Co., 1899. $1.50. 
Maspero, Gaston. Manual of Egyptian Archaeology. London, 

H. Grevel & Co., 1895. 6 shillings. 

Deals with architecture, tombs, fine and industrial arts. 
Rawlinson, George. Ancient Egypt. (Story of the Nations.) 

New York, G. P. Putnam's Sons, 1886. $1.50. 
Sayce, A. H. Egypt of the Hebrews and Herodotus. London, 

Rivingtons, 1896. 7 shillings 6 pence. 
Wendel, F. C. H. History of Egypt. (History Primers.) Chi- 
cago, American Book Company, 1890. 35 cents. 
Wilkinson, Sir J. G. Manners and Customs of the Ancient 

Egyptians. Revised by S. Birch. New York, Dodd, Mead 

& Co., n.d. 3 vols. $8.00. 
An old standard authority. 

Tigro-Euphrates Valley 

Benjamin, S. G. W. Persia. (Story of the Nations.) New York, 
G. P. Putnam's Sons, 1888. $1.50. 

Budge, E. A. W. Babylonian Life and History. London, Reli- 
gious Tract Society, 1897. 3 shillings. 

Goodspeed, G. S. * History of the Babylonians and Assyrians. 
New York, Charles Scribner's Sons, 1902. $1.25. 

Ragozin, Z. A. Chaldaea. (Story of the Nations.) New York, 
G. P. Putnam's Sons, 1889. $1.50. 

Ragozin, Z. A. Media, Babylonia, and Persia. (Story, of the 
Nations.) New York, G. P. Putnam's Sons, 1888. $1.50. 

Sayce, A. H. Assyria : its Princes, Priests, and People. London, 
Religious Tract Society, 1895. 3 shillings. 
* A. H. The Hittites : the Story of a Forgotten Em- 
idon, Religious Tract Society, 1892. 2 shillings 6 

' "svriology. Chicago, Fleming H. 



46 OUTLINE OF HISTORY 

Hebrews 

Baldwin, James. Old Stories of the East (juv.). (Eclectic School 

Readings.) New York, American Book Company, 1896. 

45 cents. 

Old Testament stories simply told from the literary point 

of view and in the order of historical continuity. 
Church, A. J. Story of the Last Days of Jerusalem, from Josephus 

(juv.). London, Seeley & Co., 1889. 3 shillings 6 pence. 
Cornill, C. H. * History of the People of Israel. Chicago, 

Open Court Publishing Company, 1898. $1.50. 

This is one of the best narrative sketches of Jewish history, 

readable and trustworthy. 
Day, Edward. Social Life of the Hebrews. (Semitic Series.) 

New York, Charles Scribner's Sons, 1903. $1.25. 

A good treatise on Jewish institutions, manners, and cus- 
toms in the time of the Judges and of the Monarchy. 
Edersheim, Alfred. Sketches of Jewish Social Life. Oakland, 

California, Pacific Press, 1876. $1.25. 
Fenton, John. Early Hebrew Life. London, Tnibner & Co., 

1880. 

Though out of print, it will be found in the larger libraries, 

and is well worth consulting. 
Guerber, H. A. * Story of the Chosen People (juv.). (Eclectic 

School Readings.) New York, American Book Company, 1896. 

60 cents. 

A well-written juvenile history of the Jews, within the 

comprehension of second-grade pupils, though the language 

is somewhat more difficult than Herbst's Tales. 
Herbst, Eva. * Tales and Customs of the Ancient He v 

(juv.). Chicago, A. Flanagan Company, 1903. °, 
The work of a practical teacher anH 1 

It may easily be read by secon r1 
Kent, C. F. Historv of |' 

ScriVm^v'- 



OUTLINE OF THE FOURTH-GRADE WORK 

The aim of the fourth-grade work is to present to chil- 
dren the following points on Roman history : 

I. The geography of the country of Italy itself, and the 
relation of Rome and Italy to the entire country surround- 
ing the Mediterranean Sea. 

II. The problems which Rome fought out at home while 
yet in her infancy. 

III. The problems which Rome fought out between in- 
fancy and manhood (about 450-264 B.C.). 

IV. The struggle of Rome with her greatest rival, Car- 
thage, for the control of the land and trade surrounding 
the Mediterranean (about 264-146 b.c). 

V. The decay and fall of Rome (about 150 b.c- 476 a.d.) 
and her chief contributions to the general stream of his- 
tory, especially her gifts to the world (1) of the lesson 
of how to bind many peoples of different natures, tastes, 
and degrees of civilization into one peaceful, orderly, com- 
pact, central government, with all -political life centering 
at Rome ; (2) furnishing thus the great political frame- 
work of universal rule on earth as a model upon which 

■ Christian Church took up the even greater task from 

'me of the birth of Christ down to the time of the 

aation, that is to say, for fifteen hundred years 

more of centering all religious life at Rome, and 

of shaping all men's lives so as to fit them not only 

for earth but more especially for heaven. This was the 

greatest effort to unify mankind yet attempted in the 

world. 



70 OUTLINE OF HISTORY 

The Development of Rome 
i. the geography of italy 

1. Study the location of Italy in relation to the country 
around the Mediterranean Sea. 

2. Contrast the shape and immediate surroundings of 
Italy with the shape of Egypt, Babylonia, the land of the 
Jews, Phoenicia, and Greece. Which of these countries was 
best situated to rule the whole Mediterranean ? Why ? 

3. Study the size of Italy. Compare it with Greece ; with 
the state in which the pupils live. 

4. Explain to children that the isolation of Italy by the 
Alps from the rest of Europe, and its water surroundings, 
made it in early times a good nesting place for the unhin- 
dered development of a civilization. By use of maps show 
children that just as the Alps cut off Italy from the rest of 
Europe for the first several hundred years and thus caused 
her to grow strong at home, so the fringe of Atlantic states 
in North America was cut off for nearly two hundred years 
from the Mississippi Valley by the Appalachian Mountains. 
Explain to children that for a long time this kept the Atlan- 
tic states bound all the closer together at home, and taught 
them in many ways how to think and fight and work to- 
gether. Show them h'ow a single great mountain chain 
tended to make Italy a united country. Compare Italy to 
Greece and Palestine in respect to mountains. 

5. Study the Po Eiver valley. Why did no great n ' 
grow up at its mouth, as at Alexandria, for example, 

the mouth of the Nile, or at Pome near the mouth of tin, 
Tiber, or at New York, or at New Orleans ? 

6. Have pupils see on map the Apennines as a backbone 
for Italy. Compare the regularity of the mountains of Italy 
with the great irregularity of those of Greece and note how 



OUTLINE OF THE FOURTH-GRADE WORK 71 ' 

they cut Greece up into many parts while they helped make 
Italy a united country. 

7. Contrast the eastern with the western slopes in Italy. 
Which has the best harbors ? Study the relation of harbors 
to commerce ; relation of commerce to wealth ; relation of 
wealth rightly obtained and wisely used to nobility of char- 
acter, both of the individual and of the nation. 

8. Discuss the length and rapidity of flow of the rivers 
of Italy. Compare other Italian rivers with the Tiber as 
to length and fitness for commerce. 

9. Explain the relation of the Tiber River to the plain 
of Latiurn in the production of a strong and wealthy 
people. Help pupils to draw a map of Eome and its sur- 
roundings. Study maps 21 and 22 in Longman's Atlas 
of Ancient Geography; also maps 1, 10, and 11 inGinn's 
Classical Atlas. 

10. Study with pupils the relation of the immediate 
geographical conditions of Rome — the muddy waters of 
the Tiber, the marshes, small, rich plains and valleys, mild 
climate, good soil, forests, stone from the hills, lava beds 
— to its development. Show the relation of stone to build- 
ing aqueducts for fresh water and to giving Rome material 
out of which to build roads, bridges, and forts. 

11. Have children understand the relation of Rome's con- 
quest in the plain, and of its central position, to its final 
conquest and rule of the nations around the Mediterranean 
Sea. Pupils should realize that Italy is almost the center 

^he great Mediterranean basin, and that as Rome, spider- 
spun its mighty web of law and industry around 
i^e sea, she drew all peoples and streams of life and cul- 
ture toward the common center — Rome — and bound them 
into one central, organic, compact life, and gave them one 
unified, national feeling such as the world had not seen 
or felt before. 



72 OUTLINE OF HISTORY 

II. ROME IN HER INFANCY, — ABOUT 753-450 B.C. 

1. Briefly review the geography of Italy; compare it with 
that of the United States ; with that of Greece. Compare 
eastern and western coast lines ; call attention to the shape 
of Italy ; to the harbor advantages which the coast line 
affords ; to the rivers ; to the valleys and their relation to 
the roads ; to the surface and soil of the country ; compare 
vegetable and animal products with those of Greece. 

2. Study the city of Rome ; the story of Romulus ; the 
founding of the Roman family. Let children devise means 
for Romans to secure wives ; locate on maps and spell 
names of Sabines and surrounding tribes ; have them build, 
in imagination, the Roman Forum, and bring to it for trade 
all kinds of produce raised in the country. Show how trade 
between country and city would lead to roads, carts, wagons, 
horses, mules, weights, measures, and laws regulating the 
trade. Help children to see how Rome, in making laws on 
trade, building of roads, marriage, and the like, was develop- 
ing The Twelve Tablets of the Law. Tell pupils what a con- 
stitution is, and what advantage there is in writing down 
a constitution. Study the character of Rome under Numa's 
reign ; its religion ; the sacred shields ; Sibylline books. 
What kind of books had they in that day ? Compare tablets 
of Romans with papyrus of Egyptians. Describe Rome under 
the Tarquins; wars with Porsena of Etruria; "Horatius at 
the Bridge" (see and memorize poem in Macaulay's Lays of 
Ancient Rome) ; the nature of the typical Roman at this 
time, — stern, warlike, brave, honest, industrious, obediei 
Compare the size of Rome in early times with the size of 
some town of perhaps four or five thousand inhabitants and 
fifteen or twenty miles of conquered territory surround- 
ing it ; roughly estimate the size of the population and of 
the army ; provide means for supporting the troops in the 



OUTLINE OF THE FOURTH-GRADE WORK 73 

field ; discuss whether, at first, a plebeian or a patrician 
officer would lead the troops; help pupils to work out a plan 
for the plebeians to get a share in leading the army. As a 
typical story of the simple life of this time, tell the chil- 
dren the story of Cincinnatus. Tell them who was called 

The first, the last, the best, 

The Cincinnatus of the West, 
and why. 

The plan suggested here is to help pupils to take up in a 
simple way the real problems which confronted the two 
classes — patricians and plebeians — from one generation 
to another during the first three hundred years of growth. 

3. Picture to pupils a plebeian farm and compare it in 
size with the average farm in the state where the child lives. 
Picture its soil ; drainage ; products ; crops of the vine and 
the olive ; garden vegetables, — lettuce, turnips, onions, 
cabbage, etc. ; chickens ; bees ; cattle ; sheep ; cereals, — 
wheat, millet, rye, barley. Describe the implements for har- 
vesting, such as the plow and the flail ; imagine the thresh- 
ing and storing of grain, the preparation of it for food, and 
the weights and measures used on a farm. Have children 
picture the house with its surrounding sheds, granaries, and 
coops ; describe the work in the house, — spinning, weav- 
ing, cooking, sewing. Explain the two classes of people in 
early Pome, — patricians and plebeians. 

The plan of the work here is to take a typical plebeian 
farm, which was about four acres in size, and, by careful 
study of the various phases of life upon it, lead the child to 
see and feel the dignity in which labor was held by the early 
Poman, and to enter into the real agricultural life of the 
plain, simple, sturdy farmer of the early centuries of Pome. 
Compare their earnest, self-reliant life at this time with that 
of the early pioneers in our West, or with the sturdy life 
which grew up on the Atlantic slope from about 1600 to 



74 OUTLINE OF HISTORY 

1750. In what respect were they alike and in what differ- 
ent ? Which was more free ? In which did the common man 
have the best chance to make the most out of his life ? 

The pupil should be led to enter, with genuine spirit, 
into seeing how much could be grown on four acres of land, 
and how large a family could be supported from such a 
farm under favorable circumstances ; then he should be 
led to work out the misfortunes which might come to the 
owner, — for example, the mountaineers might come down and 
steal his chickens, goats, and pigs, burn his house, or destroy 
his grain ; he might be called to the army just at seeding 
or reaping time ; he might fall sick, etc. After the pupils 
have seen how one might have these misfortunes befall 
him, then let them devise ways to help him out ; thus 
comes his borrowing money and in many cases failure to 
pay back ; also loss of land and imprisonment for debt ; 
then, in imagination, help the plebeians in their struggle to 
get the harsh laws of debt, imprisonment, taxation, and 
unreasonable army service changed; this leads to the strug- 
gle in Rome, and especially in the Roman Senate, between 
the plebeians and patricians. Here help children to under- 
stand the terms of lawmaking or legislation, of carrying 
out the laws or executing them, of interpreting them when 
they are not clear, or judging when they are broken. 
Teach children the meaning of patrician and plebeian. It 
is always pleasanter and more profitable, for children, to 
help them work out simple problems than it is to teach 
them by mere narration. The children can never derive the 
benefit they should from history till they are led to create 
for themselves the conditions surrounding the people whom 
they are studying, and are led to struggle with them and 
to live, in imagination, their lives over again. 



What you from your ancestors inherit 
Earn it again in order to possess it. 



Goethe 



OUTLINE OF THE FOURTH-GRADE WORK 75 

III. ROME BETWEEN INFANCY AND MANHOOD,— 
ABOUT 450-264 B.C. 

1. When the child has seen and felt the slow but sure 
growth of Kome (and the more sure because slow) through 
the first three hundred years, when she was not larger 
than an average county in one of the American states, he is 
ready to understand her rapid expansion for the next hun- 
dred and fifty years, during which she conquers every 
enemy in Italy, binds them all to her by law and industry, 
and thus becomes the most solid and compact state which 
the world has yet seen. 

2. Help the children to trace Rome's steady movement 
over the entire peninsula of Italy, building roads, bridging 
streams, erecting forts, protecting farmers, and teaching a 
love for industry, law, and order. Help them to see whether 
this would require more officers for carrying on the govern- 
ment. Tell pupils the names, duties, and powers of the offi- 
cers, both plebeian and patrician, which developed in Rome 
from about 450 to 250 b.c. Study maps 18 and 19 in Long- 
man's Atlas, and maps 10 and 11 in Ginn's Classical Atlas. 

3. Help children to realize the stubborn but lawful strug- 
gle of the plebeian which went on in Eome at this period 
and finally made it possible for the plebeians to secure leader- 
ship in the army (as consuls), to help assess the property and 
determine the rank of the citizens (as censors), to help make 
the laws in the Senate, secure tribunes, and become powerful 
in the government themselves ; to obtain the right of inter- 
marriage with the patricians, right to become priests, take 
the auspices, and offer sacrifices. Help children to point out 
those things which will make the common people have a bet- 
ter chance (1) to get and hold personal freedom ; (2) to get 
and hold property ; (3) to hold to life itself ; (4) to take a 
place in the state and help govern themselves. 



76 OUTLINE OF HISTORY 

4. Lead children into the spirit of the work by encourag- 
ing and helping them to make some of the most character- 
istic implements for war, for the farm, and for the home, 
used at this time by the Romans, — a sword, a plow, a 
tablet, etc. 

IV. THE STRUGGLE BETWEEN ROME AND CARTHAGE,— 
264-146 B.C. 

1. Help children to see the important territorial changes 
since Rome was in her infancy; the extent of country con- 
trolled by Rome before the beginning of the war; the extent 
of country controlled by Carthage; help them to estimate the 
distance of Carthage from Rome and the time and cause of 
war. Picture to children the vast commerce of Carthage, 
coming from every quarter of the world ; also the com- 
merce of Rome ; show pupils Sicily lying between these 
two mighty powers, as the immediate cause of their great 
struggle. Study the climate, soil, plants, animals, and 
other geographical conditions of Sicily, and help children 
to judge whether the country is worth fighting over. 

2. The Carthaginians, — from Phoenicia ; tell the story of 
Queen Dido. Study the commerce of Carthage; the Cartha- 
ginian form of government as compared with that of Rome; 
the army, — largely made up of hired troops ; the religion ; 
the colonies; the sympathy between Carthage and her colo- 
nies as compared with that between Rome and her colonies. 
In which was there the greatest patriotism, and why ? 

3. The First Punic War. Show how Rome aided the Mamer- 
tines in Sicily; describe her defeat of Carthage at Messina 
and Agrigentum; her defeat of Carthage at sea. Describe for 
children a real engagement on ships ; the size of ships ; tell 
the story of Regulus ; of the final success of Rome ; of what 
Rome gained in territory and in money. Teacher and pupil 
should make constant use of maps and historical atlases, 



OUTLINE OF THE FOURTH-GRADE WORK 77 

4. The Second Punic War. Have pupils see that after a 
period of twenty-three years Carthage weakened because 
she was not able to form a strong union between herself 
and her colonies, and because of lack of strong national 
support at home. Work out in detail with children the 
story of Hamilcar Barca and his son Hannibal. Have chil- 
dren compare their own ages and education with that of 
Hannibal when he took the oath to be an eternal enemy 
of Eome ; help them to feel as he felt and to enter into 
the spirit of the time as he and his father did, and then 
start with Hannibal in Spain and accompany him on his 
long march from Spain to Italy. Help children to see 
the size of the army ; let them devise means for supply- 
ing it with food and for getting both men and elephants 
across the Ehone Eiver ; then show how Hannibal out- 
witted the Gauls, who lined the banks on the opposite side 
of the river and tried to keep him from crossing. As nearly 
as possible help children to see the Alps as they were in 
October and November, when, it is thought, the men and 
elephants crossed them, — barren, covered with ice, and 
only narrow, rocky paths over which to climb ; lead them 
to devise means for feeding the army and animals as they 
cross, for getting the elephants over the narrow passes, for 
protecting the army against the hostile mountain tribes ; 
thus lead children to march through Italy with Hannibal, 
fighting battles with him from year to year, gathering for- 
age, spending winters with the army in camp, trying to get 
the Roman colonists to desert .Rome, trying to get help from 
Carthage. Have pupils tell what qualities they most like in 
Hannibal, and why. 

Now take the children, in imagination, into the Roman 
Senate, and help them to picture the lives of the Roman 
people throughout all Italy at this most critical time of 
her struggle with her shrewdest and wisest enemy, Hannibal. 



78 OUTLINE OF HISTORY 

Help them to see hundreds of thousands of free, indus- 
trious farmers scattered throughout the valleys and over 
the hillsides of Italy, cultivating the farms which their 
fathers and grandfathers owned, and which they them- 
selves now proudly own ; follow, in thought, the network 
of roads and fortresses which binds all Italy in peace, order, 
and affection to her protecting parent, Rome ; describe 
the quinqueremes that come and go from the harbors of the 
western Mediterranean, laden with goods brought from the 
four quarters of the earth and poured by free citizens into 
the lap of Rome ; and thus help pupils to see Rome giving 
her life, through free institutions, to her children. 

Then, as a typical example of the courage, loyalty, and 
self-sacrifice with which the Romans gave their lives for 
their country, picture in detail the battle of Cannae : the 
cavalry with sword and armor; the infantry with spear, 
sword, and plumes, black and red, a foot and a half high ; 
the elephants ; the battering-rams and camp equipment; the 
skirmishing ; the fierce engagement ; the heroic struggle 
hand to hand, till, out of 87,000 Roman soldiers, Emilius, 
a consul, Minucius, the master of the horse, 80 senators, 
and all but 10,000 men were captured or lay dead upon the 
field of battle. Now, with the Roman army annihilated, 
lead pupils to see with what unshaken courage the Roman 
Senate received the news, levied fresh troops from her citi- 
zen soldiers, even from her criminals and her slaves, and 
organized her old men, and boys under seventeen, into mil- 
itary bands for the defense of the capital. Study the results 
of the Punic wars, sixty years and more in length, taking 
the farmers from their farms, and, these farms being bought 
by rich men, putting slaves upon them instead of free labor- 
ers. Help children to work out the age of Rome at the 
close of the Second Punic War (202 b.c.) in centuries, half 
centuries, and generations ; then lead them to follow Rome's 



OUTLINE OF THE FOURTH-GRADE WORK 79 

expansion to the East, finally conquering Carthage (146 b.c.) 
and then Macedonia. Study the biographies of Hannibal 
and Fabius. 

V. THE DECAY AND FALL OF ROME, — ABOUT 
150 B.C.- 476 A.D. 

1. How far from the infancy of Rome was its decay and 
fall estimated in centuries, half centuries, and generations ? 
Help children to see by the map how Rome for the next 
two hundred years after the close of the Second Punic War 
expands to the east, conquers her great enemies, — Car- 
thage, Greece, Macedonia, Syria, Egypt, Asia Minor, Israel, 
Babylonia, northern Africa, — and likewise moves to the 
west and northwest, conquering Spain, the Gauls, the Brit- 
ains, and thus becoming the complete master of the then- 
known world, ruling with one mighty hand from the mouth 
of the Euphrates River in the far-off Orient to the mouth 
of the Tay in the land of the Scots, and from the deserts of 
Africa to the German forests. Thus picture to children 
Rome marching over the entire world, building roads, plun- 
dering cities and building others, establishing agriculture, 
teaching her laws, and becoming acquainted with the cus- 
toms, life, manners, luxuries, and vices of the cultivated 
Greek, the luxurious Oriental, and the barbaric Gaul. Show 
children a stream of officers ever flowing from Rome to the 
remotest corners of the world, — to England, Gaul, Spain, 
northern Africa, Egypt, Babylonia, Asia Minor, and Greece, 
— sent there as rulers, giving peace and order at first, but, 
as the centuries moved on, becoming as corrupt, greedy, and 
oppressive as any ever known in the world's history. 

Show children a stream of culture flowing from the 
old Orient, notwithstanding this greed and vice, but espe- 
cially from Greece, giving to Rome a broadness, richness, and 
liberality of view far beyond what she had ever dreamed of 



80 OUTLINE OF HISTORY 

before the Punic wars ; but with this stream of culture 
likewise pouring into Rome we see an ever-broadening 
stream of idle, vicious, and corrupt slaves, degraded women, 
and selfish politicians, who no longer cared for the great 
Roman state except as it furthered their own narrow and 
selfish ends. 

Help pupils to see in imagination a great Roman slave 
farm of this time, with its vineyards, olive orchards, pas- 
tures, horses, and cattle ; compare it with a farm in the days 
of Cincinnatus, or in the days before the beginning of the 
Punic wars. Help pupils to see the rich owner, the overseer, 
the slave hunter, and the gang of slaves on a plantation. 
Would the farm life be as pure, healthy, energetic, honest, 
moral, and patriotic when carried on by a great mass of un- 
married slaves as when carried on by hundreds of thousands 
of self-reliant, self-sacrificing farmers living with their fam- 
ilies on their own four-acre farms ? Give picture of Roman 
baths; amphitheaters; games ; gladiators; circus. (See pic- 
ture, "A Chariot Race," Vol. I, Great Men and Famous 
Women ; also " The Last Gladiatorial Contest.") 

2. The last struggles of republican Rome ; the Gracchi 
trying to restore the common people. Study the lives of 
Cato and the Gracchi as examples of brave and patriotic 
efforts to restore Rome to the simple, honest, industrial life 
of earlier days. (See picture, " The Mother of the Gracchi," 
Vol. Ill, Home.) Marius tries to secure one-man power ; 
Sulla secures one-man power and restores the Senate. Show 
pupils how the struggles of many selfish politicians of Rome 
make it necessary to take all power out of the hands of 
these selfish men and put it into the hands of one patriotic 
statesman. Thus lead up to and study the life of Julius 
Caesar as the representative of the greatest statesmen of the 
Roman world, struggling in an ocean of vice, selfishness, 
slavery, and immorality of both men and women, to restore 



OUTLINE OF THE FOURTH-GRADE WORK 81 

the strength, vigor, patriotic feeling, domestic chastity, and 
purity, of Eome in her best days. Help children to see 
that to accomplish this, Eome gave up her great ideal of 
a republic, in which the people should rule, for the ideal 
of an empire, in which one man should rule with an iron 
hand. Show them that Eome, ruling as an empire for five 
hundred years, impressed on the world as no other people 
has ever done the great model for one-man power. Show 
children that this model not only served to govern in the 
state, but likewise served to put into the minds of men the 
idea of a universal rider in the world of religion, and thus 
prepared the way for the rule of Christ to become universal 
over jfche world, as had been the rule of Eome. Study the 
biography of Julius Caesar, Augustus Caesar, Trajan, and 
Constantine. Study map 12, Ginn's Classical Atlas ; maps 
19 and 20, Longman's Atlas of Ancient Geography. 

REFERENCES FOR THE FOURTH GRADE 

See general note on reference books preceding first-grade references. 
General Histories of Rome 

Andrews, Jane. Ten Boys Who Lived on the Road from Long 
Ago to Now. Boston, Ginn & Company, 1885. 50 cents. 

Arnold, W. T. Roman System of Provincial Administration. 
New York, The Macmillan Company, 1877. $2.00. 
An admirable, scholarly treatment. 

Bury, J. B. * History of the Roman Empire (27 b.c-180 a.d.). 
New York, American Book Company, 1893. $1.50. 

Butterworth, Hezekiah. * Little Arthur's History of Rome 
(juv.). New York, T. Y. Crowell & Co., 1892. $1.25. 

Creighton, M. * History of Rome. (History Primers.) New 
York, American Book Company, 1888. 35 cents. 

Duruy, Yictor. History of Rome and the Roman People. Lon- 
don, Kegan Paul, 1883-1886. 6 vols. 30 shillings per vol. 
Comprehensive, readable, and reliable. Fine illustrations. 



82 OUTLINE OF HISTORY 

Gilman, Arthur. Story of Rome to 31 b.c. (Story of the 
Nations.) New York, G. P. Putnam's Sons, 1889. $1.75. 

Guerber, H. A. * The Story of the Romans (juv.). New York, 
American Book Company, 1896. 60 cents. 

Harding, C. H., and S. B. City of the Seven Hills (juv.). Chicago, 
Scott, Foresman & Co., 1900. 50 cents. 

How, W. W., and Leigh, H. D. History of Rome to the 
Death of Caesar. New York, Longmans, Green & Co., 
1905. $2.00. 

Kemp, E. W. History for the Graded and District Schools (juv.). 
Boston, Ginn & Company, 1902. $1.00. 

Merivale, Charles., * General History of Rome, 753 b.c- 
476 a.d. New York, American Book Company, 1876. 
$1.25. 

" He shows a masterly group of materials, and he has the 
rare gift of knowing what is best to omit." (Adams.) 

Mommsen, Theodor. * History of the Roman Republic (abridged 
by C. Bryans and E. J. R. Hendy). New York, Charles Scrib- 
ner's Sons, 1898. $1.75. 

It is preeminently a constitutional history, — one of the 
great authorities. 

Morris, Charles. Historical Tales : Roman (juv.). Philadel- 
phia, Lippincott Company, 1896. $1.25. 

Myers, P. V. N. Rome : its Rise and Fall. Boston, Ginn & Com- 
pany, 1901. 2d edition. $1.25. 

Pratt, Maria L. Stories of Old Rome (juv.). Boston, Educa- 
tional Publishing Company, 1896. 60 cents. 

Seignobos, Charles. * History of the Roman People. New 
York, Henry Holt & Co., 1902. $1.25. 

" To each chapter has been appended a short list of 
sources in English and of suggestions for parallel reading." 
(Preface.) 

Tighe, Ambrose. * Development of the Roman Constitution. 
(History Primers.) New York, American Book Company, 
1888. 35 cents. 

Yonge, Charlotte M. Young Folks' History of Rome. Boston, 
Lothrop Publishing Company, 1878. $1.50. 



OUTLINE OF THE FOURTH-GRADE WORK 83 

Source Books 

Botsford, G. W. Story of Rome as Greeks and Romans tell It : 
an elementary source book. New York, The Macmillan Com- 
pany, 1903. 90 cents. 

Church, A. J. Stories from Livy (juv.). New York, Dodd, Mead 
& Co., n.d. 75 cents. 

Greenidge, A. H. J. Sources for Roman History, 133-70 b.c. 
Oxford, Clarendon Press, 1903. 5 shillings, 6 pence. 

Munro, D. C. * Source Book of Roman History. Boston, D. C. 
Heath & Co., 1904. $1.00. 

See also Plutarch and Suetonius, below. 

Special Periods 

Beesly, A. H. Gracchi, Marius, and Sulla. (Epochs of Ancient 
History.) New York, Longmans, Green & Co., 1886. $1.00. 

Capes, W. W. * Early Empire, from the Assassination of Julius 
Caesar to that of Domitian, 44 B.c-96 a.d. (Epochs of An- 
cient History.) New York, Charles Scribner's Sons, 1886. 
$1.00. 

Covers the period from Augustus to Domitian and is 
written in a fascinating style. 

Capes, W. W. * Roman Empire of the Second Century. (Epochs 
of Ancient History.) New York, Charles Scribner's Sons, 
1886. $1.00. 

Especially worthy of note on early Christians, and on the 
imperial government. 

Gibbon, Edward. History of the Decline and Fall of the Roman 
Empire (edited by J. B. Bury). New York, The Macmillan 
Company, 1896. 7 vols. $14.00. 

Comprehensive and extraordinary in scholarship. 

Ihne, Wilhelm. Early Rome. (Epochs of Ancient History.) 
New York, Charles Scribner's Sons, 1902. $1.00. 

Kingsley, Charles. Roman and the Teuton. London, The 
Macmillan Company, 1897. $1.25. 
A stimulating volume. 



84 OUTLINE OF HISTORY 

Smith, R. B. Rome and Carthage : the Punic Wars. (Epochs of 
Ancient History.) New York, Longmans, Green & Co., 1887. 
$1.00. 

Land, People, and Remains 

Becker, W. A. Gallus ; or, Roman Scenes of the Time of 

Augustus. London, Longmans, Green & Co., 1891. $1.25. 
In the form of a story, with illustrative notes. The author 

ranks high as an authority. 
Church, A. J. Pictures from Roman Life and Story (juv.). New 

York, D. Appleton & Co., 1892. $1.50. 
Ginn's Classical Atlas." Boston, Ginn & Co., n.d. $1.25. 
Goodyear, W. H. Roman and Mediaeval Art. New York, The 

MacmiUan Company, 1897. $1.00. 
Guhl, E., and Koxer, W. * Life of the Greeks and Romans. 

New York, D. Appleton & Co., 1876. $2.50. 

" Nowhere else can the student find so many facts in illus- 
tration of Greek and Roman methods and manners. The 

illustrations are admirable." (Adams.) 
Judson, H. P. Caesar's Army : a Study of the Military Art of the 

Romans in the Last Days of the Republic. Boston, Ginn & 

Company, 1894. $1.00. 
Kiepert, Henry. Atlas Antiquus. Chicago, Rand, McNally & 

Co., n.d. $1.50. 
Mau, August. Pompeii : Its Life and Art. New York, The 

MacmiUan Company, 1904. $2.50. 

Good descriptions and fine illustrations of a Roman city, in- 
cluding public buildings, private houses, trades, tombs, and art. 
Peck, H. T. * Harper's Dictionary of Classical Literature and 

Antiquities. New York, Harper & Bros., 1897. $6.00. ■ 
A reliable, up-to-date dictionary, covering every phase of 

Greek and Roman life, thought, history, and geography. 

Based on Smith and other well-known dictionaries. 
Pellison, Maurice. Roman Life in Pliny's Time. Philadelphia, 

George W. Jacobs, 1897. $1.00. 
Platner, S. B. Topography and Monuments of Ancient Rome. 

Boston, Allyn & Bacon, 1904. $3.00. 



OUTLINE OF THE FOURTH-GRADE WORK 85 

Preston, H. W., and Dodge, L. *The Private Life of the 
Romans. Boston, Benjamin H. Sanborn & Co., 1893. $1.25. 
Institutional life. Illustrations good. 
Shumway, E. S. Day in Ancient Rome. Boston, D. C. Heath 
& Co., 1897. 75 cents. 

A short, interesting sketch of Roman life. 
Tozer, H. F. Classical Geography. (Literature Primers.) New 
York, D. Appleton & Co., 1877. 35 cents. 
Is very usable. 
Wilkins, A. S. Roman Antiquities. (History Primers.) New 
York, American Book Company, 1887. 35 cents. 

Institutional life of early Romans, with illustrations and 
diagrams. 
Wilkins, A. S. Roman Education. Cambridge, University Press, 
1905. 2 shillings. 

Biography 

Clarke, M. * Story of Caesar (juv.). (Eclectic School Readings.) 
New York, American Book Company, 1898. 45 cents. 

A good supplementary reader for this grade, with illus- 
trations. 

Davidson, J. L. S. Cicero and the Fall of the Roman Republic. 
(Heroes of the Nations.) New York, G. P. Putnam's Sons, 
1894. 81-50. 

Dodge, T. A. Hannibal: a History of the Art of AVar among the 
Carthaginians and Romans. Boston, Houghton, Mifflin & 
Co., 1896. $5.00. 

Contains detailed account of the second Punic War. Well 
written. 

Firth, J. B. Augustus Caesar and the Organization of the Empire 
of Rome. (Hei-oes of the Nations.) New York, G. P. Put- 
nam's Sons, 1903. $1.35. 

Fowler, W. W. Julius Caesar. (Heroes of the Nations.) New 
York, G. P. Putnam's Sons, 1891. $1.50. 

Oman, C. W. C. * Seven Roman Statesmen of the Later Republic : 
the Gracchi, Sulla, Crassus, Cato, Pompey, Caesar. London, 
Edward Arnold, 1902. 6 shillings. 



86 OUTLINE OF HISTORY 

Plutarch. * Lives. (Classics for Children.) New York, Ginn & 

Company, n.d. 45 cents. 
Suetonius. Lives of the Caesars. (Bohn Library.) New York, 

The Macmillan Company, 1893. $1.50. 



Mythology and Literature 

Clarke, M. Story of iEneas (juv.). (Eclectic School Readings.) 
New York, American Book Company, 1898. 45 cents. 
Adapted to children. 

Gayley, C. M. Classic Myths. Boston, Ginn & Company, 1894. 
$1.65. 

Guerber, H. A. Myths of Greece and Rome. New York, Ameri- 
can Book Company, 1893. $1.50. 

Laing, G. J. (ed.). Masterpieces of Latin Literature, with Bio- 
graphical Sketches and Notes. Boston, Houghton, Mifflin & 
Co., 1903. $1.00. 

Mackail, J. W. * Latin Literature. (University Series.) New 
York, Charles Scribner's Sons, 1895. $1.25. 



OUTLINE OF THE FIFTH-GRADE WORK 

The plan of the fifth-grade work is to deal with three 
chief ideas : 

I. The life of the early Teuton in the woods : local self- 
government (about 450, to Charlemagne, 800 a.d.). 

II. The life of the early Teuton in the Church : the 
monastery (about 450-1100 a.d.). 

III. The life of the early Teuton in the castle : feudal- 
ism and chivalry (about 450-1100 a.d.). 

The Development of the Teutonic Race 

i. the life of the eakly teuton in the woods : 

local self-government,— about 450, to 

charlemagne, 800 a.d. 

1. Review the chief ideas as developed in the fourth 
grade with a view to leading pupils to see that the main 
thought of. government in the last five hundred years of 
Eoman history came to be that of a strong center, — that 
is, that one man should rule the many. Explain what is 
meant by despotism, and show how one-man rule may lead 
to despotism. Show what despotism in school or family 
government would mean. 

Study the biography of Augustus Csesar and observe 
how he appointed, either directly or indirectly, the officers 
who ruled the city of Rome and those who went to the 
several provinces of the empire to rule and judge the people 
and to gather taxes. Explain how Rome " farmed out" 
the taxes, and compare this scheme with the method of 

87 



88 OUTLINE OF HISTORY 

raising taxes in the United States, or in a state, county, or 
city where the children live. Observe how the emperor 
ruled the Senate till it became a body without independent 
life. Compare the weakness of the Senate at the time of 
Augustus with its strength at the time of Hannibal. 

Lead the pupils to see that the emperors caused them- 
selves to be worshiped as gods, and had statues erected to 
themselves throughout the Roman empire. How would this 
assist them in establishing despotic rule ? 

2. Study the life of the Teuton, with the purpose, on 
the part of the teacher, of leading pupils to see that the 
essence of every phase of Teutonic life was that of self- 
government. Compare this principle of government with 
the Roman principle. 

3. Early geographical surroundings. By the use of maps 
show the country over which the Teutons spread, — its 
climate, mountains, rivers, seas, marshes, woods, animals. 
Show how these agencies would tend to make the Teuton 
self-reliant. Compare Europe with the United States and 
say whether, taken as a whole, it is broken up into many 
parts, or is geographically united, like the central portion of 
the United States, or the Nile valley, for example. 

4. Early Teutonic village life. The typical unit of settle- 
ment amongst the Teutons (of which the Anglo-Saxon was 
one of the chief tribes) was the village. It contained some 
ten to thirty houses, clustered (but never adjoining) in an 
irregular group, in the center of a patch of cultivated 
ground broken up into large, uninclosed fields. The tillable 
land of the fields was divided into a great number of strips, 
usually from a half acre to an acre each. These strips were 
rigidly divided amongst the villagers, the share of each 
being in exact proportion to the number of members of the 
family ; the strips which any single person received did not 
lie together, but were scattered about. The farmers of the 



OUTLINE OF THE FIFTH-GRADE WORK 89 

village, all working together, plowed these fields with eight- 
oxen plows, each one contributing his share of labor, oxen, 
yokes, etc. In sowing and in reaping the harvest each had 
certain strips which he worked by himself and called his 
own. Beyond the field which could be cultivated were 
meadow lands, which the farmers shared in proportion to 
their tillable land, and used for pasture and hay. Some- 
times they fenced them in during the pasture and hay time, 
but usually they were left open. Beyond these fields again 
were the woodlands and waste, to which all might go in 
common to get wood, to hunt, and to fish. This was the typ- 
ical unit of settlement throughout all western Europe during 
the time that the Teuton was establishing his agricultural 
home ; that is to say, from the fall of Rome, about 450 a.d., 
down to Charlemagne, about 800 a.d. Study the above de- 
scription with a view of understanding the principle of equal 
rights that existed in the organization of this village life, 
and form the foundation upon which all the free institutions 
of the Teutonic world were built. For further material see 
the author's History for Graded and District Schools. 

5. The Teutonic moot court and the Wittenagemot. Explain 
the method of taxation. Did the early Teuton tax himself ? 
How did his principle of taxation correspond with that for 
which the American colonists fought in the Revolutionary 
War? Compare his local government with the township 
government of New England or the early local government 
as it was worked out in the northern Mississippi valley 
states. Help children to choose from all the wise men of a 
tribe a Wittenagemot, and talk about some of the questions 
of hunting, fishing, worshiping, governing, which would 
come up in this early lawmaking assembly. In a general 
way compare these questions with the questions which 
would arise in a great legislative assembly of the present 
time in England or the United States. 



90 OUTLINE OF HISTORY 

6. Teutonic religion. Have children give the names and 
characteristics of the principal Teutonic gods and goddesses, 
— Thor, Woden, Tyr, etc. Show the relation of the Teuton's 
natural surroundings to his religious ideas and gods. Why 
did the Teuton worship the oak tree ? Compare with the 
Egyptian worshiping the Nile. Did the Teutons build 
churches or worship in the woods ? Compare their places 
of worship with ours. Did they have anything like our 
Bible? Would it be easy to get them to take up a different 
religion from their own, since they had not written theirs 
down, nor built permanent churches in which to worship ? 
In teaching them a new religion would they have to be 
taught by object lessons, like children ? What effect would 
this childlike method have in introducing forms and cere- 
monies in religious practices? Thus, in a simple way, lead 
the pupils to see these early Teutons and sympathize with 
them as they wandered through the woods and, like chil- 
dren, heard the thunders, saw the lightnings and storms, 
and amid the forces of nature struggled to bring them- 
selves into sympathy with them. 

7. Early Teutonic social life. Picture to pupils the social 
life and customs among the early Teutons ; their personal 
appearance; dress; strength; food; weapons of warfare; 
the relation of warrior to chief. Compare the election of a 
chief in the early German woods to the choice of a governor 
or president in the United States. In essence is it the same 
or different? Discuss with children the effect of continual 
war upon agriculture, commerce, schools, government. Could 
these exist in an advanced state while the Teutonic tribes 
were continually at war, say from 500 to 700 b.c. ? Let 
children make battle-ax, longbow, shortbow, sling, spear, 
sword. Compare the Teuton's respect for woman with that 
of the Greeks and Romans, and see the effect of this upon 
the development of the spirit of chivalry centuries later. 



OUTLINE OF THE FIFTH-GRADE WORK 91 

II. THE LIFE OF THE EARLY TEUTON IN THE CHURCH: 
THE MONASTERY,— ABOUT 450-1100 A.D. 

1. General view of the early Teuton. Review briefly the 
life of the Teuton, spread through the woods of all western 
and northwestern Europe, before he had been touched by 
Christianity and while he was still worshiping the Teutonic 
gods and goddesses. 

2. Growth of the early Christian. Follow the slow growth 
of Christianity from its founding in the manger of Beth- 
lehem till it spread through persecution and struggle and 
finally became in 325 a.d. the adopted religion of the great 
Roman Empire. Help children to see in this first slow, 
painful, but ever-increasing growth of three hundred years 
the central idea of Christianity — the idea of the universal 
brotherhood of all men — which made it so immortal. 
Review with children the great steps which have been 
taken in the history of the world already studied, and help 
them to see that, notwithstanding great religious truths had 
been sometimes dimly, sometimes clearly, seen by peoples in 
the past, yet when Jesus said all mankind are brothers, and 
therefore every one should do to every other as he would 
wish that other to do to him, he set up an ideal of life 
which may, if followed, give not only perfect life in this 
world but eternal life in the world to come. Study the life 
of Jesus and St. Paul and see their attitude toward industry, 
religion, government, education, and home. Make clear 
that they both exalted the dignity and nobility of manual 
labor ; contrast their teachings with the teachings of Aris- 
totle and Plato, both of whom taught that manual labor 
for the free man was ignoble and base. Connect the in- 
dustrious lives of Jesus and Paul with the industry of the 
early Church as it grew up in the monasteries in northern 
and western Europe. Show children that as a great idea 



92 OUTLINE OF HISTORY 

like Christianity grows, there are officers and offices which 
grow up with the idea and help to spread it; thus help 
them to see how the idea of universal love and brotherhood 
taught by Jesus spread by means of many officers of the 
Church, — pope, cardinals, archbishops, bishops, priests, 
deacons, and presbyters, — first around the Mediterranean 
Sea, as old Rome had done, then westward through all 
Europe, then westward across the Atlantic into America, 
and finally seeks to spread over the whole world, — in 
other words, seeks to become universal or catholic. Show 
children that the first center of this great idea — Chris- 
tianity — was Jerusalem ; its second, Eome, where for gen- 
erations there grew up a powerful Church with great ideas, 
purposes, and services to humanity ; and third, that the 
Christian Church as it has grown has established its centers 
and work not only in Jerusalem and Rome but in every 
quarter of the world. 

Tell the pupils some of the principal facts about the slow 
progress and severe persecutions of the early Christians in 
the first centuries ; tell them of the missionaries starting 
out to convert the whole Roman and Teutonic world ; have 
them name the officers of the early Church and their duties ; 
dwell upon the unselfish lives of those who went as civil- 
izers into the woods of northern and western Europe to 
make the gentle and self-sacrificing life of Jesus known 
and universally followed. Explain the word "catholic." 
How could the principles for which Jesus stood be made 
catholic ? 

3. Effects of geographical surroundings on early growth of 
Christianity. Show the relation in Europe of heavy woods, 
marshes, cold climate, to the necessity of working together 
to overcome these obstacles. Compare these natural features 
to those in the Nile valley, and tell where the people would 
have to work hardest for a living. 



OUTLINE OF THE FIFTH-GRADE WORK 93 

4. The early monastic life. Take up the monastery as one 
of the greatest agents by which these barbarians are taught 
their early lessons of civilization. Study in detail the parts 
of the monastery and the work done in it. What did the 
monks write upon ? How were papyrus, vellum, and parch- 
ment made ? Show children parchment and compare its 
price with the price of paper. Did the monks bind the 
books, and if so, with what material ? Picture in detail the 
daily life in and around a monastery, — one reading aloud 
from a manuscript, others copying what was read ; some as 
bookbinders; some as farmers; some as gardeners; some 
as visitors of the sick in the neighborhood ; some as war- 
riors resisting the savages ; some making medicines from 
herbs ; some curing diseases with sacred relics. Compare 
this life with the early life in New England or some western 
state, when the first settlers were clearing the fields, drain- 
ing the swamps, exploring the rivers, establishing schools 
and churches. In what way were these two phases of life 
alike ? In what way different ? 

Historical Material for Teachers 

All the time from about 450 to 1100 a.d. the chief 
materials for writing purposes were papyrus, made from a 
plant chiefly found in Egypt, and vellum, made of the skin 
of the calf or sheep. The monks manufactured all these 
materials in the monastery, and such monks as could not 
read or write were engaged in binding the books, either in 
wood or leather. These writing materials were very costly, 
and hence but few persons could afford to have books, 
even if they had a taste for them, which generally they 
did not have. The better educated monks, however, through 
the Middle Ages, copied and recopied Latin and Greek 
manuscripts, the books of the Bible, and especially those 
of the New Testament, the writings of the early great 



94 OUTLINE OF HISTORY 

leaders of the Christian Church, called the Church Fathers, 
and fragmentary writings of various other kinds. They 
thus became largely the connecting link between the life 
of Greece, Rome, Palestine, and Egypt, studied in the first 
four grades, and that of the modern world. The monk and 
the monastery slowly carried the rich life which, in ancient 
times, had grown up on the Mediterranean Sea, northward 
over the Alps*, and scattered the seed among the Teutons, 
where it gradually developed into new life. Moreover, the 
monks were the early farmers of Europe ; they cleared the 
woods, ditched the ground, introduced new seeds of grains, 
flowers, and herbs, just as our great-grandfathers did on 
the Atlantic seacoast one hundred and fifty years ago, or 
as our grandfathers did seventy-five years ago in the broad 
Mississippi valley. In their farming and gardening work 
they found many herbs which would cure disease; they in- 
dustriously cultivated these, made medicines from them, 
and attempted to combine in their missionary work reme- 
dies for the body with remedies for the soul. 

In these dark days when there were no hospitals for the 
sick and the unfortunate, as we have now, the monks 
lavished every care and attention upon the sick. Every 
monastery was a hospital ; there was an almshouse in 
every one ; and great numbers of monks and priests left 
their cloisters and dioceses to wander through the land, 
devoting themselves to the relief and solace of the suffer- 
ing sick and poor. No one can understand the history of 
these times unless he appreciates the great good done by 
the monasteries in these dark days. They hung up, as it 
were, lanterns, by whose flickering gleams the ignorant 
children of the woods slowly groped their way from dark- 
ness into light. 

In the period we are now studying, the monks as we 
have seen, in curing disease, used medicines ; they likewise 



OUTLINE OF THE FIFTH-GRADE WORK 95 

used prayers, holy water, touching of relics, pilgrimages to 
holy places, a cap, a handkerchief, a fragment of clothing, 
once possessed by a saint, and the like. This led them to 
gather into the monasteries many sacred relics, and gave 
inspiration and impulse after a while, as we shall see, to 
the crusading spirit, — that is, to zeal for relic hunting 
in the Holy Land. This travel to the East and around 
the borders of the Mediterranean had a powerful effect of 
bringing new ideas and enlightenment to the western world. 
Thus the monks became in a large measure the real civil- 
izers of the time; and during the sixth, seventh, eighth, 
ninth, and tenth centuries a.d., when the Teutonic barba- 
rians cared for little but war and plunder, the monastery 
was throwing about them its quiet influence, gradually 
lifting them up from rudeness and ignorance to a happier 
and more peaceful life. Oftentimes the monks, in order to 
get the barbarians to understand their religious teaching, 
had to teach by illustrations and object lessons, just as 
we teach children, and thus many forms and ceremonies 
somewhat similar to what the barbarians had used in 
their own religious practices were adopted and used. This 
tended, after a while, as the ages went on, to make Chris- 
tianity lose some of its early simplicity, as Christ had taught 
and practiced it, and to become more or less formal and 
ceremonial. 

Several hundred years from this time, just after Colum- 
bus discovered America, some of the descendants of these 
Teutons we are now studying objected to various forms 
and ceremonies which had gradually crept into the Church, 
and tried to go back and find out how the very early Chris- 
tians thought and worshiped. These earnest men made an 
effort to bring about a simpler, less ceremonial form of 
worship, and to get the people to rely more upon them- 
selves in thinking out and living a religious life, and 



96 OUTLINE OF HISTORY 

less upon the leaders of the Church. This effort is called 
the Reformation. Study the biographies of St. Benedict, 
St. Dominic, and St. Francis. 

The Historical Attitude 

The teacher who succeeds in teaching the early life of 
the Christian Church or the monastery, for example, in 
such a way as to make children derive real benefit from 
the work, must first enter into genuine sympathy with the 
Church and its problems, or with the mighty civilizing 
influence of the best of monastic life, and with the diffi- 
culties under which the monk labored. He must see him as 
the real civilizer of the time. He must, in a sense, make of 
himself in imagination a very monk, in order to teach the 
monastic life to children. 

If the teacher approaches the subject feeling and teach- 
ing merely that the monk was a peculiar being, having long 
hair, wearing the roughest kind of clothing, living in caves, 
eating scarcely enough to keep him from starving, standing 
on the top of pillars or in thorn trees for self-punishment, 
and doing other foolish things, — if he sees these things and 
nothing more, he had better leave the subject; he will do 
children no good by attempting to teach it. Children are 
most benefited in historical work by living over again, in 
imagination, the life lived by the people whom they are 
studying. Pupils must see the circle of surroundings as far 
as possible, both physical and mental, and must enter into 
the problems and judge the actions of men by the time in 
which these men lived, not by nineteenth-century standards 
or, worse, by some abstract standard. The lives and influ- 
ences of men are good or bad in history according as they 
help to advance the people among whom they live at a 
given time and place. Thus the teacher would not teach 
that everything the monk did was the wisest thing to do, 



OUTLINE OF THE FIFTH-GRADE WORK 97 

but that the monastic life had its place, and a great one, 
in the long chain of civilization. It is by giving children 
some such ideas as these that they gradually come to pos- 
sess a broad, sympathetic, and tolerant feeling towards 
the best in all forms, faiths, creeds, and religions. Such 
study helps children to feel and gradually realize in their 
daily conduct with others that 

Truth is one, 

And in all lands beneath the sun 
Whoso hath eyes to see may see 
The tokens of its unity. 



III. THE LIFE OF THE EARLY TEUTON IN THE CASTLE: 
FEUDALISM AND CHIVALRY, —ABOUT 450-1100 A.D. 

1. Teutonic love of individual freedom. Eeview with pupils 
the picture of the Teuton wandering through the woods, 
despising government, almost without organization, and 
having the intensest love of individuality, wanting no one 
to rule him except himself. This was essentially the 
Teutonic condition from the fall of Rome to say 700 a.d. 
Review briefly the central idea of the Roman Empire, 
namely, absolute rule of one man, which, as we have 
seen, grew up in Rome by the time of Julius Caesar and 
continued to the last days of the Roman Empire, five 
hundred years after. 

2. The feudal castle. Study with children the feudal 
castle and feudalism as the struggle between and com- 
mingling of these two great ideas of government, namely, 
that every man should be ruled by one man (the Roman 
idea) and that every man has a right to rule himself (the 
Teutonic idea). Picture out to children the feudal castle, 
where built, why, thickness of walls, halls and chambers 
within i-t, means of protection around it, — moats, wall, 



98 OUTLINE OF HISTORY 

portcullis. Picture out the furnishings of the castle, — tap- 
estry, furniture, manuscripts, books. Where and how were 
these manufactured? Study the classes of society in the 
feudal system, and see the relation of each class to the other. 
Describe the ram ; the bore ; methods of mining and counter- 
mining ; arms and armor worn and used by the different 
classes ; compare armor of lords with armor of lower classes. 
Show that the common people were not as well provided, 
•either with arms or with places of refuge, as the lords were, 
and hence in a struggle between the lower classes and 
the lords the latter would be victorious. Help children to 
see what will be the result when gunpowder is invented 
and the common people are given the means whereby they 
can batter down the walls of the castle. Thus from the 
picture of the life around and within the castle help pupils 
to picture all western and northwestern Europe from the 
Mediterranean to the North Sea, with its hilltops crowned 
with castles, in which the lords enjoyed the intensest per- 
sonal liberty, and with its valleys and plains cultivated by 
tenants, serfs, and slaves, over which these lords ruled as 
arbitrarily as any ruler in the most despotic days of Rome. 
Study the life of Charlemagne as the greatest example, in 
the early Middle Ages, of an attempt to join the Roman 
and Teutonic life. 

3. Lack of national life in feudalism. Study the divisions 
of land throughout Europe under the feudal system. Let 
children compare the numerous sections and sizes to a 
" crazy quilt," or to divisions into counties and townships 
in the state in which the pupil lives, if every county or 
township had practically its own separate government, 
coined its own money, had each a different-sized bushel 
and half bushel, different length of yardstick, different 
weight for pound and half pound, made its own laws 
respecting taxation, fought all the surrounding counties, 



OUTLINE OF THE FIFTH-GRADE WORK 99 

plundered those who attempted to carry on commerce out- 
side of their respective boundaries without special permis- 
sion. Compare this picture to the condition of the American 
states when, during the Articles of Confederation, they 
were practically independent, each one regulating its own 
taxes, taxing each other, making its own treaties, regulat- 
ing its own commerce, building its own roads, coining its 
own money, — in short, every state looking out for its 
own selfish interest. Thus help children to see that people 
may be divided into so many little groups that they cannot 
make any progress in working together, and that under 
such circumstances no great national feeling or life can 
be developed. 

Under what circumstances in a school or in a family is 
it desirable to have the government all in the hands of one 
person ? What is the objection to having it scattered into 
so many hands, as it was in feudal times ? Name a govern- 
ment where the two ideas are combined. Is a government 
of the lords, by the lords, and for the lords better than a 
government of the king, by the king, and for the king ? 
Is it as good as a government of the people, by the people, 
and for the people? In olden times, for example in the clays 
of Egypt and Babylon, why were not the governments in the 
hands of all the people ? and how long is it, in centuries, 
from the time of government by kings to governments by 
lords, and from government by lords to government of, by, 
and for the people ? Study Warwick and Heidelberg castles 
as types illustrating feudal life. Study the life of William 
the Conqueror as a mighty force tending to establish a strong 
central government in England to balance the local spirit. 

4. Chivalry. Present chivalry as the finest blossom of 
Teutonic life and as the instrument by which the noblest 
example of woman and the life in the home has, up to feudal 
times, been exhibited to the world. 



100 OUTLINE OF HISTORY 

Picture out to pupils the life in the castle, — lords, ladies, 
knights, jugglers, singers, players, copyists, schools; picture 
the dress of lords and ladies, — of what material, and where 
and how manufactured. Have pupils describe and live 
through the training which a child would receive in a castle 
from five to twenty years of age. Study the life outside of 
the castle, — tournaments, jousts, hawking, hunting, heroic 
expeditions. The teacher may here tell the story of the Holy 
Grail, of Tristan, of Launcelot of the Lake. Read and 
explain the Vision of Sir Launfal from Lowell, and some 
of Tennyson's Idylls of the King. Study the following as a 
short description of the ideal heroine of these chivalric 
ages : " Her beautiful hair shines like golden threads ; her 
forehead is whiter than the lily ; her eyebrows are arched 
like small crossbows; and a narrow line, milk-white, dimples 
her nostrils. Her eyes are brighter than emeralds, shining 
in her forehead like two stars. Her face has the beauty 
of morning, for it is both bright and vermilion, each color 
having its due proportion. Her lips are a trifle thick and 
ardent with bright color ; her teeth, whiter than pearls, are 
regular and of good size. No spices can be compared to 
the sweet breath of her mouth. Her chin is smoother than 
marble. From her stately shoulders sweep two thin arms 
and long hands, the flesh of which is tender and soft. The 
fingers are long and straight and her nails are beautiful." 
Show the effect of chivalry upon the elevation of the home, 
upon the development of romantic literature, upon social 
life, upon education. Compare the ideal type of Teuton 
now, with that when we first met him as a fierce hunter 
and fighter, say about 200 a.d. Lead children to see the 
great worth of chivalry in softening the barbaric, feelings 
of the Teutonic race. Compare the position of women 
among the Greeks and Romans with the position of the 
upper class of women now seen among the Teutons. Show 



OUTLINE OF THE FIFTH-GRADE WORK 101 

that chivalry, like feudalism, was practically an institution 
for making the life of the few — the well-born — more com- 
fortable and refined and thus more worth living. Show 
that chivalry did not sink its roots of culture down into 
the life of the common people. 

Through the discussion of feudalism and chivalry com- 
pare the society now seen, as it gathered around the castle 
of a feudal lord, with the society of the South in the United 
States as it gathered around the great house on a typical 
Southern plantation; compare a feudal lord with a Southern 
planter, a serf with a slave and "white trash"; compare 
educational opportunities of the lower classes in each 
system of society. Was the Southern society, as respects 
government, education, religion, social enjoyment, and 
the right of all to enjoy the fruits of industry, in any 
way similar to feudalism? Was it a society of the few, 
by the few, and for the few, or of all the people, by all 
the people, and for all the people? Was the first type 
of society just named a step toward the last type? Which 
kind of government will be the stronger of the two, pro- 
vided the people in it are generally well educated and are 
morally strong? 

Help children to review briefly the great institutional 
ideas which each of the nations thus far studied has sought 
to give to the world, and to discuss freely which nation has 
given the greatest idea, thus : Egypt thought on immortal- 
ity, Israel on the idea of one God, Greece on beauty, Koine 
on law, the Teuton on individual freedom. Let children 
look forward and say what America should contribute to 
the historical stream of human culture and freedom ; help 
them to see that nations as well as individuals have had 
different ideals and have striven to realize different great 
ends of life in the world. In the light of this discussion 
lead pupils to interpret and memorize the following lines : 



102 OUTLINE OF HISTORY 

and finally lead them to say which of the supreme ideals 
of life set forth in the poem they themselves would choose. 

" What is the real good ? " 
I asked in musing mood. 

Order, said the law court ; 
Knowledge, said the school ; 

Truth, said the wise man ; 
Pleasure, said the fool ; 

Love, said the maiden ; 
Beauty, said the page ; 

Freedom, said the dreamer ; 
Home, said the sage ; 

Fame, said the soldier ; 
Equity, the seer ; 

Spake my heart full sadly : 
" The answer is not here." 

Then within my bosom 

Softly this I heard : 
1 ' Each heart holds the secret : 

Kindness is the word." 

John Boyle O'Reilly 



REFERENCES FOR THE FIFTH GRADE 

See General Note on Reference Books preceding first-grade references. 
General Histories of the Middle Ages 

Adams, G. B. * Civilization during the Middle Ages. New York, 

Charles Scribner's Sons, 1894. $2.50. 
Bemont, C, and Monod, G. Mediaeval Europe from 395 to 1270. 

New York, Henry Holt & Co., .1903. $1.60. 
Church, R. W. * Beginning of the Middle Ages. (Epochs of 

Modern History.) New York, Charles Scribner's Sons, 1898. 

$1.00. 
Duruy, Victor. Condensed History of the Middle Ages. New 

York, T. Y. Crowell & Co., 1898, 75 cents. 



OUTLINE OF THE FIFTH-GRADE WORK 103 

Emerton, Ephraim. * Introduction to the Study of the Middle 

Ages (375-814). Boston, Ginn & Company, 1896. $1.12. 
Emerton, Ephraim. Mediaeval Europe (814-1300). Boston, 

Ginn & Company, 1895. $1.50. 
Harding, S. B. Story of the Middle Ages (juv.). Chicago, Scott, 

Foresman & Co., 1901. 60 cents. 
Kemp, E. W. History for Graded and District Schools. Boston, 

Ginn & Company, 1902. $1.00. 
Lavisse, Ernest. General View of the Political History of 

Europe. New York, Longmans, Green & Co., 1897. $1.25. 
Lord, John. Beacon Lights of History : Middle Ages. New 

York, Fords, Howard & Hulbert, 1887. Subscription. 
Interesting sketches of Mohammed, Charlemagne, Hilde- 

brand, Feudal System, and Gothic architecture. 
Munro, D. C. * History of the Middle Ages. New York, 

D. Appleton & Co., 1905. 90 cents. 
Robinson, J. H. * Introduction to the History of Western 

Europe. Boston, Ginn & Company, 1902. $1.60. 
Seignobos, Charles. History of Mediaeval and of Modern 

Civilization to the End of the Seventeenth Century. New 

York, Charles Scribner's Sons, 1907. $1.25. 
Thatcher, O. J. Short History of Mediaeval Europe. New 

York, Charles Scribner's Sons, 1897. $1.25. 
Thatcher, O. J., and Schwill, Ferdinand. Europe in the 

Middle Ages. New York, Charles Scribner's Sons, 1904. 

$2.00. 

Source Books 

Henderson, E. F. Select Historical Documents of the Middle 
Ages. London, George Bell & Sons, 1905. 5 shillings. 

Robinson, J. H. * Readings in European History. Boston, Ginn 
& Company, 1904. 2 vols. $3.00. 

Singleton, Adam. Chronicles of Sir John Froissart (juv.). 
New York, D. Appleton & Co., 1900. 75 cents. 

Thatcher, O. J., and McNeal, E. H. * Source Book for Medi- 
aeval History. New York, Charles Scribner's Sons, 1905. 
$1.85. 



104 OUTLINE OF HISTORY 

University of Pennsylvania. * Translations and Reprints. New 
York, Longmans, Green & Co., 1898-1899. 20 cents each. 

Monastic Tales (Vol. II, No. 4), Documents Illustrative of 
Feudalism (Vol. IV, No. 3), The Early Germans (Vol. VI, 
No. 3), and Laws of Charles the Great (Vol. VI, No. 5) will 
be found especially helpful. 

Historical Geography 

Colbeck, C. * Public Schools Historical Atlas. New York, 

Longmans, Green & Co., 1905. 7th ed. $1.50. 
MacCoun, Townsend. Historical Geography Charts of Europe : 
Mediaeval and Modern. Boston, Silver, Burdett & Co., n.d. 
$15.00. 

Excellent large schoolroom maps, with supporter. 
Partsch, Joseph. Central Europe. New York, D. Appleton & 
Co., 1903. $2.00. 

Companion to MacKinder's Britain and the British Seas. 

Feudalism 

Montalembert, C. F. Monks of the West. New York, Long- 
mans, Green & Co., 1896. 6 vols. $15.00. 

Traill, H. D. * Social England. New York, G. P. Putnam's Sons, 
1901. King Edward illustrated edition. 6 vols. $5.00 each. 
Volume I contains good material on feudalism and the 
people in the castle. See also articles on feudalism and 
chivalry in the general encyclopedias; University of Penn- 
sylvania Translations and Reprints, Vol. IV, No. 3 ; John 
Lord's Beacon Lights of History, Vol. II, Chapter XXI. 

Religious Life 

Clarke, J. F. Ten Great Religions. Boston, Houghton, Mifflin 

& Co., 1891. 1st series. $2.00. 
Fisher, G. P. History of the Christian Church. New York, 

Charles Scribner's Sons, 1887. $3.50. 

Very readable and contains several good maps. 



OUTLINE OF THE FIFTH-GRADE WORK 105 

Gibbon, Edward. Life of Mahomet. Boston, Houghton, Mifflin 

& Co., n.d. 60 cents. 
Harnack, Adolf. *Monasticism : its Ideals and its History. 

New York, Christian Literature Company, 1895. 50 cents. 
An excellent short statement of the essential ideas in 

monasticism. 
Jameson, Anna. Legends of the Monastic Orders. Boston, 

Houghton, Mifflin & Co., 1897. |1.25. 
Jessopp, Augustus. * Coming of the Friars, and Other His- 
toric Essays. New York, G. P. Putnam's Sons, 1892. $1.25. 
Especially good for developing a liberal religious view in 

children. 
Jessopp, Augustus. Life in a Mediaeval Monastery. (In Lit- 

tell's Living Age, Vol. CLX (Feb. 16, 1884), pp. 387-400.) 
Muir, Sir William. * Mahomet and Islam. London, Religious 

Tract Society, 1895. 3d. ed. 2 shillings 6 pence. 
Wells, C. L. Age of Charlemagne. (Ten Epochs of Church 

History.) New York, Christian Literature Company, 1897. 

$2.00. 

Myths and Legends 

Chapin, Anna A. Story of the Rhinegold (juv.). New York, 
Harper & Bros., 1899. $1.25. 

Church, A. J. Heroes of Chivalry and Romance. New York, 
The Macmillan Company, 1898. $1.75. 

Guerber, H. A. * Legends of the Middle Ages. New York, 
American Book Company, 1896. $1.50. 

Guerber, H. A. Myths of Northern Lands. New York, Amer- 
ican Book Company, 1895. $1.50. 

Ker, W. P. Epic and Romance. New York, The Macmillan 
Company, 1897. $4.00. 

Frankish Institutions 

Adams, G. B. * Growth of the French Nation. New York, 

The Macmillan Company, 1905. $1.25. 
Calcott, Lady. History of France (juv.). New York, T. Y. 

Crowell & Co., n.d. 60 cents. 



106 OUTLINE OF HISTORY 

Davis, H. W. C. Charlemagne. (Heroes of the Nations.) New 

York, G. P. Putnam's Sons, 1900. $1.50. 
Duruy, Victor. History of France. New York, T. Y. Crowell 

& Co., 1889. 12.00. 

Good maps ; scholarly, easy, and attractive style. 
Eginhard. * Life of Charlemagne. New York, American Book 

Company, 1880. 30 cents. 
Hassall, Arthur. French People. New York, D. Appleton & 

Co., 1901. fl.50. 
Yonge, Charlotte M. Young Folks' History of France (juv.). 

Boston, Lothrop, Lee & Shepard Company, 1879. $1.50. 

Teutonic Institutions 

Bax, E. B. German Society at the Close of the Middle Ages. 
London, Swan, Sonnenschein & Co., 1894. 5 shillings. 

Gummeke, F. B. * German Origins: a Study in Primitive Cul- 
ture. New York, Charles Scribner's Sons, 1892. $2.00. 

Henderson, E. F. Short History of Germany. New York, The 
Macmillan Company, 1902. $1.00. 

Kingsley, Charles. The Roman and the Teuton. London, 
Macmillan Co., 1887. 3 shillings 6 pence. 

Kroeker, Kate F. * Germany (juv.). New York, D. Appleton 
& Co., 1897. 60 cents. 

Yonge, Charlotte M. Young Folks' History of Germany (juv.). 
Boston, Lothrop, Lee & Shepard Company, 1878. $1.50. 



OUTLINE OF THE SIXTH-GRADE WORK 

The chief aim of the sixth-grade work is to present four 
great movements and agencies by which the Teutonic and 
Roman worlds of western Europe still struggled forward 
for seven or eight hundred years, say from about 1000 down 
to 1700 a.d., trying to determine whether the Teutonic 
principle of self-government or the Roman principle of des- 
potic government should rule and direct the lives of men. 

These great movements are : 

I. The Crusades, — about 1100-1300 a.d. 

II. The Renaissance, — about 1300-1500 a.d. 

III. The growth of the English Constitution and espe- 
cially the growth of the English Parliament, — about 450- 
1700 A.D. 

IV. The Reformation, — about 1517 to the present time. 

The Struggle between the Teutonic and the 
Roman Worlds foe Mastery in Europe 

i. the crusades, — about 1100-1300 a.d. 

1. Motives leading to the Crusades. Connect the Crusade 
movement with the ideas (as seen in the fifth grade) of 
courage and the love of adventure characteristic of the 
Teuton; connect it also with the teaching of the Church and 
the monastery on the medical and religious benefit of pil-. 
grimages to the Holy Land for curing diseases of both body 
and soul ; connect it with the desire for religious relics so 
strong in the Middle Ages. 

2. Turkish conquests and their effects. Work out the lines 
of travel taken by the Crusaders from Europe eastward to 

107 



108 OUTLINE OF HISTORY 

the Holy Land ; see the Turks coming in from central Asia 
and overrunning the countries around the eastern extremity 
of the Mediterranean Sea, destroying property and over- 
turning Christianity ; see the Crusaders gradually give up 
traveling by land and taking to ships on the Mediterranean. 
What effect would the two hundred years of travel towards 
the East have upon the Crusaders' knowledge of geography ? 
Did the monks, studied in the fifth grade, know much about 
geography? Could the travels of the Crusaders be pub- 
lished? On what materials ? By whom? Study the travels 
and biography of Marco Polo. What effect would the publi- 
cation of these travels have upon the intelligence of the 
people in general? How would this reach forward in after 
years to the days of Columbus ? How far in time, measured 
in centuries and in exact dates, is it from the close of the 
Crusades (1272 a.d.) to Columbus's time ? 

3. Effect of Crusades on commerce. Work out the four 
great routes of commerce from Asia into Europe. Give in 
detail the articles of merchandise the Crusaders carried into 
the East, as leather, bar iron, uncoined precious metals, raw 
wool, skins, furs, wine, meats, etc. Give in detail the articles 
which the Crusaders brought back from the East, as precious 
stones, pearls, glass, gloves, carpets, tapestries, silks, spices, 
beautiful woods, alcohol, drugs, wheat, windmills, plums, 
apricots, quinces. Work out some of the motives of com- 
merce from Asia into Europe, and fit the articles of com- 
merce into proper places and uses in the West ; for example, 
precious stones for ornamenting the crosier of archbishop 
and bishop, ornamenting shrines, ornamenting swords of 
knights, the dress of ladies ; drugs for medical use in the 
monasteries, hospitals, and castles ; spices for incense in 
church worship, for table use in monasteries and castles; 
silks for vestments of clergy, for covering of altars, for 
dress of gentlemen and court ladies ; carpets and tapestries 



OUTLINE OF THE SIXTH-GRADE WORK 109 

for castles of lords; wheat, windmills, plums, apricots, and 
quinces for farmers. Show illustrative pictures of these 
articles and aid children to make some of them. Would the 
Teuton have cared much for these things when we first saw 
him in the fourth and fifth centuries a.d., roaming and 
fighting through the woods of western Europe ? 

4. Effect of commerce in developing institutions. Show the 
effect of commerce in breaking down the different systems 
of weights, measures, and coinage, and thus helping to 
unify the people in industry; show the effect of commerce in 
developing better roads and in building up cities ; show the 
effect of city life upon social intercourse and the development 
of free government, especially in the cities themselves and 
among the middle classes. Point out on the map the Italian, 
French, Dutch, and German cities which arose at this time. 
Were they well situated for carrying on commerce ? Show 
the relation of the location of such cities as Paris, Hamburg, 
Bremen, to the piratical life on the North Sea and to the 
establishment of great commercial leagues and finally guilds. 
Show the effect of cities upon the growth of intellectual life, 
and upon the arts, such as painting and sculpture ; show how 
in general they tended to establish in the west of Europe a 
higher taste for comfort, luxury, and amusement. 

With these cities as centers, and with a large map of the 
world before the children, help them to work out the various 
routes of travel which people of the thirteenth, fourteenth, 
fifteenth, and sixteenth centuries developed in northern, 
western, and central Europe, around the Mediterranean Sea, 
eastward through the Persian Gulf, across the Indian Ocean, 
out into China, India, and Japan, southward around Africa, 
and up and down the eastern shore of the Atlantic Ocean. 
When the children have seen the great flow of commercial 
life between the Asiatic and the European cities, and have 
seen this stream utterly choked up at its center by the 



110 OUTLINE OF HISTOKY 

coming in of the Turks, let them devise ways by •which 
European merchants again may reach Asia. By this means 
lead pupils to enter into the efforts then set on foot by west- 
ern Europe to reach the East by coasting down the western 
coast of Africa, rounding its southern extremity, and finally 
reaching India, Persia, and the Mesopotamian valley. Con- 
nect these efforts with Columbus's courageous and self-reliant 
act in leaving the coast (what no man before had the cour- 
age to do) and striking boldly out on the trackless ocean to 
find a new roadway for Europe's growing trade. 

It will be both interesting and profitable to help children 
to see in the great opening movement of this grade — the 
Crusades — that, in effect, Europe is giving back something 
to the peoples and regions studied in the first and second 
grades, principally raw materials for manufactures, and in 
turn being fairly inundated with the rich articles and 
stuffs and ideas which these countries pour into the life of 
Europe. Thus show children that the stream of history 
which had apparently become stagnated by the various in- 
vasions of the Teutons and the fall of Eome, is being 
opened up again throughout the entire length of the Med- 
iterranean and to the westernmost extremity of Europe by 
the Crusade movement. By such ideas as this is the thought 
of the unity of the general historical movement in the entire 
human race gradually developed in the child's mind. He 
comes (of course slowly) to feel with Tennyson that 

. . . Thro' the ages one increasing purpose runs, 

And the thoughts of men are widened with the process of the suns. 

5. Effect of Crusades on government. Show children the 
effect of Crusades in weakening feudalism, and hence their 
influence on the rise of national spirit and national govern- 
ment in Erance, England, Spain, Portugal, Holland. Study 
the map of Europe and see whether Europe is geographically 



OUTLINE OF THE SIXTH-GRADE WORK 111 

divided into many parts by mountains, seas, varieties of 
climate, soil, and products ; study effect of such geograph- 
ical diversity in causing the development of several distinct 
European nations. Compare geographical features of Europe 
with those of the United States, Egypt, Israel, the Mesopo- 
tamian valley, and Greece. Tell in which countries one 
great central political life would most easily grow up, and 
in which it would be natural for much local life to develop. 

In helping children to see the growth of nationality and 
permanent governments in Europe throughout the Middle 
Ages, study MacCoun's Historical Geography Charts of Med- 
iaeval and Modern Times, and help them to work out the 
struggles and growth of England, Erance, Portugal, and 
Spain, as they reach outward for more power and territory ; 
have them compare these nations in their essential ideas of 
government; help them to see that although Spain, France, 
and Portugal tried to take up and develop the Teutonic 
spirit of self-government in legislative assemblies (the Es- 
tates General in France, the Cortes in Spain), they utterly 
failed because of the arbitrary rule of the king (the execu- 
tive department), but that England heroically fought the 
battle for self-government until she won by building up a 
strong, self-reliant people, who curbed the power of the 
arbitrary king and developed a great instrument, the Eng- 
lish Parliament, with which to work out her own freedom. 
In comparing these four nations in their essential ideas of 
government lead pupils to decide which people will be likely 
to carry the freest ideas across the ocean into the Americas, 
— South, Central, and North, — and which stream of 
thought will finally develop into the conception of a gov- 
ernment "of the people, by the people, and for the people." 

6. Effect of Crusades on education and culture. Help chil- 
dren to see the effect of Christian northern Europe coming 
into contact with more highly cultivated southern Europe ; 



112 OUTLINE OF HISTORY 

the effect of the best of Mohammedan people coming into 
contact with the most tolerant and liberal-minded Christian 
peoples and nations; the effect of more simple people of the 
north touching and mingling with the nations of the luxu- 
rious East, the Greeks of Constantinople, and the scholars 
of Mohammedan Spain ; the effect of the development of 
general intelligence upon the spirit of tolerance and self- 
reliance. Does the Crusade movement, taken as a whole, 
tend to develop independence of spirit, self-reliance in in- 
dustry, government, and business enterprise, or does it tend 
to destroy independence of life ? Is it mostly Teutonic or 
Romanic in nature ? 

7. Effect of Crusades on Church life. Show children the effect 
upon the Crusaders of seeing the best of Mohammedan char- 
acter and civilization ; tell story of Saladin and Richard ; 
story of the " Three Rings" in Nathan the Wise. Note effect 
of Crusades in enriching the Church ; effect of this wealth 
in enabling the people to build fine cathedrals and monas- 
tic homes. Show children the first steps toward unity in 
religion, which, notwithstanding all the fanaticism and 
bloody experiences of the Crusades, was slowly developing 
throughout these brutal ages, making a little clearer, step 
by step, what Jesus meant when he exhorted his followers 
to love their enemies and treat all mankind as brothers. 

II. THE RENAISSANCE,— ABOUT 1300-1500 A.D. 

1. The meaning of the Renaissance. By simple illustrations 
make clear the meaning of the word " renaissance." Com- 
pare the idea to leaves bursting forth anew in the spring- 
time ; compare to certain animals coming to active life 
again after having lain dormant through the winter. 

Review agencies by which western Europe obtained new 
manuscripts from the South and the East during the thir- 
teenth, fourteenth, fifteenth, and sixteenth centuries : first, 



OUTLINE OF THE SIXTH-GRADE WORK 113 

through travelers returning from crusading trips through 
Italy and the South ; second, through the rule of the Vene- 
tians in Constantinople (1204-1261 A.r>.) ; third, through 
the Greek scholars, who, after the fall of Constantinople 
(1453), took their bundles of Latin, Greek, and Hebrew 
parchment books and carried them from Constantinople 
into the monasteries of the West. Note the influence of the 
Renaissance in increasing the love for travel and in broaden- 
ing the love for literature. 

2. The effect of the Renaissance on learning. Show pupils 
the growth of palace, monastic, and university libraries, and 
the effect of the increase of manuscripts upon the number 
of scholars. Explain how manuscripts increased by copies 
being made, then copies of these copies, and so on, till there 
might be a dozen or more different copies of the same 
manuscript reaching over a thousand or more years, each 
copy perhaps somewhat different from all the others, ac- 
cording as to whether or not the copyist had had a plain 
manuscript to copy from, and according as he himself had 
been careful and conscientious in his work. Help children 
to see how the mind is sharpened by comparing, on the 
same point, Greek with Latin manuscripts, and those of 
one age with those of another. Does such work tend to in- 
dependence of thought ? Would it tend to strengthen or 
weaken absolute reliance on the documents which had been 
copied and recopied many times in the monasteries during 
the Middle Ages ? Show the effect of the study of differ- 
ent Greek and Hebrew writers, such as Virgil, Horace, 
Terence, Aristotle, Homer, Plato, and the writers of the 
Old and the New Testaments. Would such study tend to 
broaden or to narrow the mind ? Would it tend to give 
more liberal views and tolerant feeling to people in gen- 
eral ? Show how the study of these writers tended to 
bring about in the minds of the mediaeval scholars 



114 OUTLINE OF HISTORY 

sympathy with the old classical times. As regards the 
amount of writing material available, and the ease with 
which books are produced nowadays, compare present 
conditions with those existing in the days of Greece, of 
Rome, of Babylon, and of ancient Egypt ; lead pupils to 
judge whether man in general, and especially in western 
Europe, has now a better chance for education than he 
ever had before. 

3. Relation of the Renaissance to fine art. Show the rela- 
tion of the Renaissance to art, and of art to a life of more 
beauty and pleasure. Show pupils the agencies by which 
Europe re-awoke to the love of art which ancient Greece 
had developed (1) by seeing examples of it in Greece, 
Rome, and Constantinople; (2) through travels in the East 
and the South ; (3) by the study of Latin, Greek, and He- 
brew authors. Help children to see the five great chan- 
nels through which all mankind is struggling to express 
beauty to the world, — painting, sculpture, architecture, 
literature, and music. Study the city of Florence in the 
fifteenth century by reading the biographies of Raphael, 
Michael Angelo, and Lorenzo de Medici. Study in detail a 
great Gothic cathedral, as Notre Dame, Westminster Abbey, 
or Cologne; compare the characteristics of Greek archi- 
tecture with those of Gothic architecture ; compare the 
picture of city life as it is seen in art, science, and litera- 
ture in the fifteenth century with the monastic life seen 
say in the fifth and then in the tenth century. Which 
would give a broader view of life, — to live in a monastery 
in the fifth century or in Florence in the fifteenth? In 
which case did all the people more nearly get a chance 
to take part in the pleasures, duties, and rewards of life ? 
In taking up, criticising, and re-living this classical life, is 
the Teuton working out the habit of thinking and acting 
for himself, or is he having others think for him ? In 



OUTLINE OF THE SIXTH-GRADE WORK 115 

doing what he does, is it advancing him more to a free 
and self-reliant life or to one dependent on the thought and 
will of some one else ? 

4. The Renaissance movement as a help in working out a 
conception of the unity of history. It will be of interest to 
pupils to see that the Renaissance movement is one in 
which Europe turns back and refreshes herself, as it were, 
with the life developed in the third grade (Greece) and in 
the fourth grade (Rome), just as the Crusade movement 
was one in which Europe turned back, brought up rather 
unconsciously, and used as a broader foundation for herself, 
part of the old life studied in the first and second grades, 
— the life of the eastern extremity of the Mediterranean 
Sea. The children may thus again, in the study of the 
Renaissance, be led to see how one age and the life of one 
people in history dovetails itself into the life of the past, 
and becomes, in turn, a foundation for the future. 

Thus again is the child made to see and feel that, not- 
withstanding the eddies, whirlpools, ebb and flow, and occa- 
sional almost stagnant places in the stream of history, 
it is, upon the whole, a moving, unbroken stream, ever 
enlarging by receiving anew into its current the best of the 
life of the past, and adding new thought and impulse out of 
the present. 

5. Printing. When invented? Relation of printing to 
cheapening of books, to the general use of books among 
the people, to independent thought, to free government, to 
religious freedom, to education among people in general. 
Show relation of the printing press to free schools and free 
libraries. Study the first amendment to the Constitution of 
the United States : " Congress shall make no law respect- 
ing an establishment of religion or prohibiting the free 
exercise thereof, or abridging the freedom of speech or of 
the press." Why were those who wrote the Constitution 



116 OUTLINE OF HISTORY 

so careful to provide for a free press in the United States ? 
How long, estimated both in centuries and by exact date, 
is it from the invention of the printing press to the writing 
of the United States Constitution ? 

6. Invention of cotton and rag paper, and its relation to free- 
dom. Compare cost of these kinds of paper with that of 
papyrus, vellum, and parchment. Show the relation of cheap 
paper to number and cost of books. Review briefly with 
children the main agencies which man has used, from the 
beginning of history down to the present time, in express- 
ing his thoughts and transmitting them from age to age, 
as, for example, on clay tablet, on papyrus, on wax, on vel- 
lum, on skins of animals, on paper. 

7. Invention of gunpowder and its relation to the freedom of 
man. Review work in fifth grade on castles and especially 
castle walls ; review armor of knights, and compare with 
that of the lower classes ; develop the idea that just as the 
printing press is a new agent for giving the common people 
new thought and greater freedom of mind, so gunpowder, 
with the cannon, is a new and powerful agent compelling 
the upper classes to respect the rights of the common man, 
who is now seeing his individual worth more clearly than 
he did in his day of barbarism, and who is inventing instru- 
ments by which to compel his aristocratic and arrogant lord 
to respect his rights. Picture the massive wall of the castle 
by which the despotic lord was able to resist the attacks of 
the common people of the Middle Ages, armed as they were 
merely with crossbow, longbow, and with ram and bore. 
Help children to picture the castle battered down in an hour 
when the common man had invented and stood behind the 
cannon ; help them to see that freedom of the lower classes 
was not possible so long as they had no means of defending 
themselves against the superior power of the lords. 

Study the biographies of Dante, Petrarch, Gutenberg. 



OUTLINE OF THE SIXTH-GRADE WORK 117 

III. THE GROWTH OF ENGLISH INSTITUTIONS AND 

ESPECIALLY THE GROWTH OF THE ENGLISH 

PARLIAMENT, — ABOUT 450 A.D., DOWN 

TO THE PRESENT TIME 

The aim of the work on English institutions is to present 
to children first, the most important geographical influences 
which have molded England's history, and second, to study 
in five periods the most important steps taken by Great 
Britain in developing free institutions from the time the 
Angles, Saxons, and Jutes were wandering tribes in Eng- 
land (beginning about 450 a.d.) down to the present time. 
This is a persistent and stubborn struggle of about fifteen 
hundred years, and in these fifteen centuries the English 
developed from straggling, wandering tribes into one of the 
very freest and best governed nations in the world. 

Physical Conditions surrounding England 

Picture for children the physical conditions surrounding 
England: the climate; soil; plants and animals, both land 
and sea ; islands ; ocean currents ; harbors ; bays ; rivers ; 
plains ; valleys ; mountains ; forests ; picture surrounding 
countries, — Norway, Sweden, the Baltic lands, Denmark, 
northern Germany, Elanders, and northern Erance. 

Climate and occupations. Through the study of the geo- 
graphic features of England help children to work out the 
kinds of occupation which would be possible in England ; 
for example, the English climate would be about the same 
as the climate of the United States, extending westward 
from Philadelphia to the plains of Kansas and Nebraska ; 
lead pupils to see that the English could therefore grow 
wheat, barley, hemp, rye, and flax. 

The soil of England, and especially that in the eastern 
and southeastern half, was level, rolling, and rich, and 



118 OUTLINE OF HISTORY 

therefore excellent for pasture; here cattle, sheep, horses, 
pigs, and goats could be raised in great numbers. 

Islands, ocean currents, harbors, rivers. Picture to children 
Great Britain surrounded by at least five thousand islands ; 
wrapped about by the long, warm arms of the ocean cur- 
rents which pass around England, Scotland, and Ireland 
every day, winter and summer ; having hundreds of indenta- 
tions on the coast which give safe harbors for boats and many 
navigable rivers winding in every direction through the coun- 
try and emptying with deep, broad channels into the ocean. 

Would these geographic facts influence the occupations 
of the English people ? How do warm, open seas, fine 
harbors, rich soil, numerous islands, and navigable rivers 
influence the agriculture, commerce, and manufactures of 
a country ? 

Fishing and its relation to commerce. The North Sea has 
fine herring in it; in Norway, Sweden, and the Baltic lands 
are abundant fish, furs, forests for masts, pitch, tar, and 
turpentine. The southeastern borders of the North Sea, 
and the mouths of the Elbe, the Oder, the Weser, and the 
Rhine in northern Germany furnish good harbors. Would 
commerce be likely to grow up between England and the 
Baltic lands? between England and northern Germany, 
Flanders, and France? 

Note. Pupils should make constant use of historical maps and 
atlases to understand the above geographical basis incident to a 
knowledge of English history. 

General Introduction to the Study of the Develop- 
ment of Liberty and Free Institutions in England 

The aim here is to present suggestive material and gen- 
eral steps by which to emphasize for children five chief 
periods during which England has gradually fought out 
and developed her free institutions. 



OUTLINE OF THE SIXTH-GRADE WORK 119 

The first period is the rootage and early growth of the 
Teutonic idea of government in England ; that is, the idea 
that each man has a right to rule himself. This period 
extends from about 450 a.d., when the Teutonic Angles, 
Saxons, and Jutes began to arrive in England from north- 
ern Germany, down to 1066, when the Teutonic rule was, to 
a large degree, modified by the Eoman rule of William the 
Conqueror. This period is about six centuries long. 

The second period includes the growth and tendency of 
the Eoman idea of government to become dominant in 
England ; that is, the idea that one man has an entire right 
— a right given him by God — to rule all others of the 
nation without their consent. This period extends from 
1066, when William the Conqueror placed his strong hand 
of authority on the English government, to 1215, when 
King John was compelled to take his iron heel from the 
neck of the English people and sign the Great Charter at 
Runnymede. This period is almost exactly a century and 
a half long (1066-1215). 

The third period is that of the slow growth, oftentimes 
in conflict, but sometimes hand in hand, of the two great 
principles of government, — first, government belongs to one 
man (Roman idea) ; second, government belongs to all (Teu- 
tonic idea), — till these two ideas came to be fairly well 
balanced in spirit and magnificently represented (though 
often only in form) in the great Queen Elizabeth (1558- 
1603). This was a period almost four hundred years long. 

The fourth period in the development of English liberty 
is that in which the king and his followers undertook abso- 
lutely to crush liberty, to root out the Teutonic principle, 
and to rule England as arbitrarily as ever an imperial Caesar 
ruled Rome. This was a period about seventy-five years 
long. It extended from Queen Elizabeth's death (1603) to 
the time when William and Mary came to the English 



120 OUTLINE OF HISTORY 

throne (1689), except for a period of about twenty years 
(1640-1660), during which time England was governed 
almost entirely by Parliament and after Charles I's execu- 
tion was led by a great lover of liberty — Oliver Cromwell. 
The fifth period in the development of liberty and free 
institutions in England is that in which the Teutonic prin- 
ciple of self-government has grown steadily and persistently 
stronger until it has finally triumphed. This period extends 
from 1689 to the present time, — a period covering a little 
more than two hundred years. At the beginning of this 
period the English people looked over their twelve hundred 
years of past history, and, in the inspiration of the heroic 
struggles of the past, summed it up in a great liberty docu- 
ment called the Bill of Rights. This great document of 
liberty was written out exactly a hundred years before 
Washington became President of the United States, and is 
therefore about two hundred and twenty years old. Along 
with Magna Charta and the Petition of Right, it has been 
the instrument by which the English people have developed 
into one of the freest nations in the world. 

FIRST PERIOD: EARLY TEUTONIC GOVERNMENT,— 
ABOUT 450-1066 A.D. 

1. Time of period. Develop with children the period from 
450 to 1066 a.d. Estimate in centuries ; in half centuries ; 
in generations (counting three generations of people to a 
hundred years). Would this length of time be long enough 
for the Anglo-Saxon ideas to become deeply rooted in the 
minds of a people? 

2. Fundamental ideas. Explain ideas for which the Anglo- 
Saxons stood. Help children to see the intense desire which 
a Teuton had to rule himself : frequently changed his tribe 
if he did not like the chief; held moot courts in which 
he freely discussed questions of peace and war ; set up a 



OUTLINE OF THE SIXTH-GRADE WORK 121 

central legislative body (the Witenagemote) ; wished to live 
with his house disconnected from that of his neighbors ; 
had a high regard for the purity, dignity, and nobility of 
women; had very high regard for personal bravery of men, 
and hence engaged much in petty warfare ; to a large extent 
each man ruled himself much as he pleased. 

3. Geographic conditions. Help the pupils to work out the 
occupations and institutions of the people. What influence 
would the streams, plains, seas, animals, and plants in and 
around England have upon the occupations of the people ? 
Could they hunt, fish, feed flocks, grow grain, and sell their 
products to surrounding countries ? Would these people most 
likely be a nation of shepherds, shippers, or manufacturers 
at this time ? Would disconnected, warring tribes, contin- 
ually fighting among themselves, spend much time and 
money in making roads, developing commerce, establishing 
schools, and building churches ? What is the relation of 
the growth of religion, education, and business to good 
government in a country ? 

4. Growth in government. Help children to see that at 
best England could only become a disconnected nation of 
fishers, fighters, hunters, and shepherds, until she could get 
a strong, well-established government ; then aid them to 
work out the steps by which Anglo-Saxon England grew 
from a disorganized condition, with almost no government, 
first into little local bodies called townships, then into some- 
what larger bodies for ruling the county, called shires, then 
into a body including the whole nation, called the Witenage- 
mote, or "meeting of the wise men." 

Study these three governments; tell the chief things done 
in each ; tell how much the common people would learn by 
taking part in each. Explain the term "local government"; 
tell what things the people might govern locally, as fishing 
in the rivers, hunting in the forests, taking care of nets on 



122 OUTLINE OF HISTORY 

shore and bank, taking care of the poor and unfortunate in 
the townships and shires, working roads, paying taxes, etc. 
Explain the term "central government" and help children 
to see that in absolute (i.e. complete) central government 
the king and his helpers do all the governing themselves. 
Is local government or central government better for edu- 
cating the people, thus making them self-reliant, and finally 
able to govern themselves ? Why ? Which at first did the 
Anglo-Saxon best understand and practice ? Study the 
lives of Alfred the Great and St. Dunstan, and have chil- 
dren tell wherein both were great Anglo-Saxons. Have 
them tell as well as they can what makes any man great, 
taking as examples Moses, Caesar, Alfred, Shakespeare, 
Cromwell, Washington, and Lincoln. 

SECOND PERIOD : ROOTING OF THE ROMAN IDEA OF 
GOVERNMENT IN ENGLAND, — 1066-1215 A.D. 

1. Government. Help children to see that the idea as 
gradually developed from William the Conqueror to King 
John was that of a strong central government ; help them 
to see what classes of people were struggling against each 
other at this time and what they were struggling for, — the 
king and his supporters generally standing for arbitrary 
power, the clergy and the nobility often divided between 
the king and the commons ; the commons striving for more 
power to rule themselves. Lead the children to see that 
the old Anglo-Saxon principle of self-government grew ever 
weaker and weaker under the Norman rulers, while the 
Roman principle of gathering power into one man's hand 
grew stronger and stronger. Point out the advantage of 
strong central government in giving strength and stability 
to a nation. Point out the evil results if the government 
becomes tyrannical and gives the people no chance to take 
a part in it. Study the lives and reigns of William the 



OUTLINE OF THE SIXTH-GRADE WORK 123 

Conqueror and King John, as types of English kings who 
especially desired to draw great power into their own hands. 
Help children to argue both for and against strong central 
government in a school, in a church, in a family. 

2. The Church. Review briefly the work on the monastery 
and the Crusades and have children judge whether the 
Church would be wealthy at this time or not. Name its 
officers from Pope down to priest; imagine its expansion 
over some of western Asia and northern Africa and almost 
the whole of Europe; recall the great work it did in en- 
lightening the people in those days when there were no 
free schools. Help children to see the one great, grow- 
ing Christian Church with its head at Rome and its power 
reaching in every direction through a vast army of officers. 
Is the Church organizing itself on the Roman or Teutonic 
model of government? Help children to realize the almost 
continuous battle which went on between the Church and 
the State for office, power, and wealth, from the time of 
William the Conqueror to King John (1066-1215 a.d.). 

3. The school. Lead pupils to see why education at this 
time was almost entirely in the hands of the Church ; com- 
pare with conditions in our own country in earlier times 
and at the present time; name advantages in having the 
Church control schools ; name disadvantages. What is meant 
by Church schools? by free schools? Give examples of each 
in pupil's own state. Which do you prefer ? Why ? 

4. Industry. Have children imagine all England at this 
time covered over with feudal life. Everybody, practically, 
from king to the lowest serf, is in some way bound to the 
land and dependent on it for a living. As an example of the 
agricultural life of this time picture to children an English 
manor, large enough to accommodate forty or fifty families, 
and work out with them the round of life which would take 
place upon it in a year in the days of King John or Magna 



124 OUTLINE OF HISTORY 

Charta. This manor would consist of a great open field of 
a thousand or more acres ; the unfenced stretch of land 
would be divided into acre or half-acre strips ; these strips 
would be scattered over the entire tilled ground, no two 
together. Outside the plowed field would be meadow and 
pasture land, and outside of this, forests and woodland ; per- 
haps the entire manor would contain twenty -five hundred 
or three thousand acres. 

5. Agricultural industry. Engaged in cultivating this land 
would be laborers plowing with oxen yoked in teams of 
eight ; others hoeing with wooden hoes ; others tanning the 
skins brought from the forest ; others making shoes of 
skins ; carpenters putting up buildings ; masons laying brick ; 
every house humming with a spinning wheel ; every four or 
five houses booming with a loom ; one bakery on the entire 
manor, where the lord required everybody to bake his 
bread and pay a fee for the privilege ; one chapel on the 
manor where the priest performed religious rites and re- 
ceived his fees ; the same chapel also for marriage, but if 
the lord chose to be arbitrary, absolutely no marriage was 
permitted without his consent ; no one could leave the 
manor at pleasure for town or city, nor could he change 
one occupation, as farming, for another ; in short, life was 
one round of monotony, in which men, women, and children 
were born, lived, and died without ever leaving the narrow 
bounds of the manor. Compare the apparent bondage of 
this life with the wild freedom of the Teuton, fishing, 
hunting, and wandering through the woods during much of 
the six hundred years before this time. Wherein has the 
Teuton lost as he has become more quiet, settled, and civi- 
lized ? Wherein has he gained ? Which is greater, his loss 
or gain ? Why ? 

Compare the picture of the manor just studied with a 
farm in Pennsylvania, Indiana, or Kansas at the present 



OUTLINE OF THE SIXTH-GRADE WORK 125 

time. What would be the difference of opportunity in 
the two cases in owning land, in selling it, in cultivating 
it, in freedom of going and coming, in choosing one's own 
individual crops and ways of farming, in freely getting 
married and rearing a family, in social pleasures, in reli- 
gious life ? As a person having your own living to make, 
would you rather have been born in 1215 at Eunnymede 
and been told to work out your life according to Magna 
Charta, or would you rather be born in 1908 on the banks 
of the Mississippi and be told to work out your life ac- 
cording to the Constitution of the United States ? Why ? 
In what way did one life grow out of the other ? Could we 
have had the last without the first ? 

6. Trade industry. Kecall to children that the time of secur- 
ing the Great Charter was in the very height of the Crusades. 
Show effect of the Crusades on commerce ; effect of com- 
merce in developing towns and cities in England. Name and 
locate on map such towns and cities as Canterbury, Winches- 
ter, Oxford, London, York, etc. What kind of life would grow 
up in the towns ? Here lead children to see the people of 
the country gradually breaking away from the monotony of 
the feudal farm and taking hold of the larger opportunities 
of the city ; show them the growth of merchant guilds ; the 
bringing of furs from the Baltic, fish from the North Sea, 
woven cloth from northern Germany and Flanders, wines 
and silks from France and Spain, jewelry and precious 
stones from Italy, shawls, silks, and spices from the Orient. 
Lead pupils to see the relation of the guilds to securing 
and manufacturing these articles ; picture to them the 
coming and going of the fleets of merchandise. Where 
would they come from? Where go to? What is the influ- 
ence of this trade upon the growth of cities ? the growth of 
cities upon the growth of wealth ? the growth of wealth 
upon the growth of education ? What is the relation of 



126 OUTLINE OF HISTORY 

wealth and learning to love of culture, as sculpture, paint- 
ing, music, and architecture ? Lead children to bring in 
imagination products from all quarters of the earth, and 
sell them in London to bishop, archbishop, priest, wealthy 
merchant, the king, the noble, the common man. Thus 
help children to see the life flowing to London, the London 
life flowing back into the Continent,- — Germany, Flanders, 
Prance, Spain, and the Mediterranean cities weaving their 
lives into England, England weaving its life into that of the 
Continent, and all Europe slowly growing to be one com- 
mon warp and woof of civilization, woven as the many-colored 
carpet on the ever-sounding loom of industry. Lead pupils 
to see some of the problems which would come to England 
from this enlarging industrial life. Would there be an ex- 
port tax on the merchandise going out and an import tax 
on the merchandise coming in ? Would the king or the 
people lay this tax? What would merchants of foreign 
countries do if war broke out between their country and 
England ? What is a city charter ? How would it help the 
craft guilds, the merchant guilds, and the entire city of 
London, for example, to get a charter from the king? Could 
it rule itself more efficiently — industrially, socially, and 
politically — with a written charter ? 

7. Magna Charta and growth of English liberty. Eirst trace 
with children the chief events leading up to the quarrel 
between the people and King John ; then study the Great 
Charter by aiding children to realize and discuss the ques- 
tions of setting up and ruling towns, cities, and counties ; 
of trading with foreign merchants and getting them to 
trade with you ; of levying taxes ; of paying for the expen- 
ses of government, such as the officers for manors, town- 
ships, shires, cities, and nation. Teach the Great Charter 
as the expression of a struggling, growing, national life 
which arose out of the free spirit and love of personal 



OUTLINE OF THE SIXTH-GRADE WORK 127 

liberty of the whole English people. Lead children to see 
that the sixty-three articles which go to make up the 
Charter hold the same relation to the real national life as 
it was lived in England day by day that the coat holds to 
the body, — it is not the body, but protects it. So Magna 
Charta was the outer expression of a great inner spirit 
which, in the coming ages, was to struggle mightily for 
English liberty. 

8. Provisions. The Great Charter provides among other 
important things : (1) that the Church shall have a right 
to choose its own officers and govern itself (the king, who 
desired arbitrary rule, had been opposing this and would 
continue to oppose it) ; (2) that one's own person and his 
property shall not be interfered with except by law, and 
the law administered by one's equals (the king and the 
nobles up to this time had mostly made and carried out the 
laws as they wanted to) ; (3) that there shall be permanent 
courts set up throughout the country where every one, rich 
and poor, high and low, shall be treated justly (the courts 
had mainly been king's courts and nobles' courts up to this 
time) ; (4) that the lords shall take only certain profits, or 
aids, and that the lower tenant shall be treated as well as 
the upper tenant or the lord ; (5) that there shall be a cen- 
tral governing council (this developed into a Parliament 
which finally put an instrument into the hands of the people 
with which to battle for their liberties) ; (6) that London 
and other towns throughout England shall have full liberty 
to grow (this would lessen the power of the strong country 
lords and increase the power of the middle and lower classes 
in the city) ; (7) that the king shall not levy a number of 
arbitrary fees (this would mightily lessen the power of the 
king, for a king can do little in peace or war without 
money) ; (8) that the rights of merchants going out of and 
coming into England shall be carefully guarded (this would 



128 OUTLINE OF HISTORY 

finally make a free class on the seas, as opposed to the 
nobility, who mostly remained on the land); (9) that the 
lower classes — the common people — shall have their rights 
protected (the rights which were most neglected of all). 

Magna Charta was the first great public promise that an 
English ruler had made to the people and had permitted to 
be written down in black and white. Keep before children 
the fact that the king at that time would break every one of 
these promises the next day, if he could, and that he gen- 
erally found some way to break most of them ; whereupon 
the people would protest and make him promise over again. 

THIRD PERIOD: THE GROWING BALANCE BETWEEN 

THE ROMAN AND THE TEUTONIC PRINCIPLES OF 

GOVERNMENT IN ENGLAND, — 1215-1603 A.D. 

1. Time of struggle. Compare length of the first, second, 
and third periods. The aim of the third period is to aid 
pupils to see the four-hundred-year struggle for self-govern- 
ment carried on between the king on the one hand and 
the people on the other, until the two powers (notwithstand- 
ing both people and Parliament were often mistreated) were 
fairly well balanced in " the days of Good Queen Bess." 

2. Instruments of struggle. Beginning with Magna Charta, 
help pupils to understand the powers and instruments pos- 
sessed by each side in carrying on the struggle. Show chil- 
dren that the king has the army on his side, i.e. that in 
England, or even America, the army is the legal and proper 
support of the king or the President, — that the whole army 
power is the king's, to whom, legally, when he commands, 

Theirs not to make reply, 
Theirs not to reason why, 
Theirs but to do or die. 

Have children see that the king, through the army, can 
make people do what he wishes, whether they desire to do 



OUTLINE OF THE SIXTH-GRADE WORK 129 

so or not. On the people's side was the Great Charter to 
which they could appeal when the king violated it, which 
he did on more than thirty particular occasions. 

3. Trial by jury. Lead pupils to pick out those articles of 
Magna Charta which will help the common people to get a 
fair and speedy trial in court ; teach them the meaning of 
a jury ; tell them of the early history of the jury, and help 
them to see how the jury is the instrument by which the 
common man learns to judge in legal matters what is right 
and what is wrong. Have children see the training which 
gradually came to the minds of the common people — shep- 
herd, mason, farmer, merchant, sailor — from serving on the 
jury ; have them see the effect of the growth of the jury 
system upon the absolute (i.e. the complete and arbitrary) 
power of the king. 

4. A court procedure. Let children work out the details 
of a trial, — the impaneling of the petty jury, the indict- 
ment by grand jury, the hearing of evidence by petty jury, 
the presiding of the judge, the trying of the case. Take 
children to courthouses and explain court procedure to them. 
Organize the school at times so as to illustrate the above 
procedure and its power in training the people. 

5. Origin and growth of the jury. Tell pupils that the jury 
system was just growing up in the days of Magna Charta. 
How long was it from the drawing up of Magna Charta to 
the drawing up of the United States Constitution ? What 
do both the Constitution of the United States and the Great 
Charter say concerning the preservation and use of jury 
trial? (See Amendments to United States Constitution, 
Arts. V, VI, VII ; compare with Arts. 39 and 40 of Magna 
Charta.) 

6. Meaning of Parliament. Develop the idea of a parlia- 
ment as an instrument of liberty for the use of the commons 
in fighting for their freedom ; explain the meaning of the 



130 OUTLINE OF HISTORY 

word "parliament." In what way were the Anglo-Saxon 
meetings in the woods, in early times and at Punnymede, 
parliaments, i.e. occasions for parleying, talking, and dis- 
cussing ? Lead children to see the coming together of the 
people in their town meetings, township and county meet- 
ings, as so many beehives, so to speak, busily engaged in 
developing self-government by means of discussion. 

7. Meeting of first Parliament (1265) exactly five hundred 
years before Stamp Act Congress. Help children to work out 
important relative dates. What connection was there be- 
tween the calling together of the first Parliament in 1265 
and the calling together of the Stamp Act Congress in 1765 ? 
Describe the Model Parliament (1295), in which, for the first 
time, a full representation of the three classes — nobles, 
clergymen, and commons — were chosen from the counties, 
the cities, and the town governments. 

8. Character of laws. Explain to pupils the kind of laws 
made by this new Parliament as it kept on growing. Did it 
try to cut off any of the feudal taxes of the king, or make 
marriage laws more reasonable ? What effect did the more 
reasonable laws for merchants have upon trade, upon the 
growth of cities, and upon the growth of wealth? What 
effect did the growth of wealth have upon the middle and 
the lower classes? Note the effect of this larger, freer 
life upon the farmers ; upon those engaged in commerce ; 
upon those engaged in manufacturing. 

9. Growing importance of England. In a brief review recall 
how England, in the early centuries of the Christian era, 
was a land of shepherds in a remote corner of the world. 
Tell them that from about 800 a.d. down to 1300, Eng- 
land was, speaking in general, one body of farmers, growing 
wheat, cattle, wool, and pigs, and bound together, to a de- 
gree, into one common life of feudalism. Show that from 
1300 to 1603 a.d., the year ending with the death of the 



OUTLINE OF THE SIXTH-GRADE WORK 131 

great Queen Elizabeth, England had nursed her Parliament 
into a strong, lusty child, fought and conquered Spain on 
the seas in 1588 (Spanish Armada), developed a commerce 
which was just beginning to reach to every quarter of the 
earth, and was rapidly changing and expanding in industry 
till she no longer occupied that 

Utmost corner of the west, 

but rather the very center of the seas. 

Explain this great growth of individual liberty and 
wealth ; the decay of feudalism through the thirteenth, 
fourteenth, and fifteenth centuries ; the beginning, growth, 
and rise of commerce in the sixteenth century ; the mas- 
tery of the seas after the defeat of the Armada; the 
coming of the great sea captains, — Hawkins, Howard, 
Drake, Raleigh ; the establishment of shipping lines, — 
westward to America, eastward to India, southward to 
Africa; the rapid growth of trading companies to James- 
town, to Plymouth, to Russia, to Turkey, to the Medi- 
terranean ; the rise of the slave trade. In short, England 
was no longer content to stay on land, was not satisfied to 
be limited to the northern seas and the Mediterranean, 
but, reaching for the wealth and freedom of a world-wide 
sea, — the Atlantic Ocean, — picked herself out of a remote 
corner of the world and seated herself in its very center. 
As an embodiment of the spirit and meaning of this period, 
study the life, character, and work of Queen Elizabeth, 
Sir Walter Raleigh, Drake, and Hawkins. Tell pupils some- 
thing of Shakespeare and read parts of King Henry V. 

Material for teacher. As an example of the difference be- 
tween the spirit in which King John, in 1215, regarded 
free institutions and the spirit in which Queen Eliza- 
beth (1558-1603) regarded them, let children study and 
interpret these two quotations : (1) " Twenty-five barons 



132 OUTLINE OF HISTORY 

were chosen to see that King John obeyed the charter. 
In truth, he had no idea of doing what he had promised. 
It is said that he was so angry at having been compelled to 
sign it, that he rolled on the floor in rage and gnawed a 
stick. John soon hired some French soldiers to help him 
put down his barons." (2) " On Monday, April 2, 1571, the 
Parliament being about to begin, the Queen's Highness, our 
most gracious Sovereign, the Lady Elizabeth, about eleven 
of the clock, left her palace at Whitehall. And thus she 
made her ancient, accustomed, most honorable passage 
along the road towards Westminster. First came her 
Majesty's Guard of State; then the knights, bannerets, 
and esquires; her judges, justices, barons, bishops, arch- 
bishops, earls, viscounts ; the officers of her Court ; her 
Majesty's Great Seal of England, the gilt Eod of Royal 
State, the golden-sheathed Sword and the jewelled Cap of 
Maintenance, the emblems of the realm's authority, at- 
tended by heralds, pursuivants and trumpeters. Thus the 
ministers of justice, of religion, and of government followed 
in solemn order, one after the other. And as the procession 
passed along, the music of the trumpeters filled the ear; 
the eye was caught by the blaze of scarlet and gold, by the 
gleam and glitter of white steel, white surplices, and white 
miniver ; for all were vested in their Parliament robes, 
their mantles, circots, and hoods. Then came the Queen — 
the Queen Elizabeth. 

" Her Majesty sat in her coach, robed imperially in a 
mantle furred with ermines, and her kirtle of crimson vel- 
vet, cut close, with close sleeves. Over all was a collar, 
richly set with jewels, and upon her head a wreath or 
coronet of gold gleaming with pearls and precious stones. 
The palfreys of her coach were covered with crimson vel- 
vet, richly embossed and embroidered. Her chariot was 
followed by the Master of the Horse, leading Her Majesty's 



OUTLINE OF THE SIXTH-GRADE WORK 133 

spare horse, and by forty-seven Ladies and Women of 
Honour, the Guard, in gold-laced coats, going on every side 
of them ; the trumpeters before them sounding, and the 
heralds riding, all keeping their rooms and places, orderly. 

"Her Majesty being thus conducted with royalty into the 
Upper House of Parliament, and appareled in her Parlia- 
ment robes, there she sat in princely and seemly sort, under 
a high and rich canopy, her mantle borne up from off her 
shoulders by the Lord High Chamberlain and the Lord 
Huns don. 

" The Lords, spiritual and temporal, all in their places, 
sat ranged in order due, and the judges on the woolsacks 
in the midst. The Queen, being on the throne, was given 
to the knights, citizens, and burgesses of the House of Com- 
mons, of whom as many as conveniently could, were let 
in, and stood together behind the rail or bar at the lower 
end of the Upper House. Her Majesty then rose up from 
her Regal seat and with a princely grace and singular good 
countenance said : ' My right loving Lords, and you our 
right faithful and obedient subjects, we, in the name of 
God, for His service and for the safety of this State, are 
now here assembled, to His glory I hope ; and I pray that 
it may be to your comfort and the common quiet of our, 
yours, and all ours, forever.' 

" Then looking on the right side of her, towards the 
Lord Chancellor, she willed him to show the cause of the 
Parliament. Thereupon the Lord Chancellor spake, and 
'declared in Her Majesty's name that this Assembly of Par- 
liament was for three causes called, namely, for the glory 
of Almighty God, for the health and preservation of her 
Majesty, and the welfare of the common-weal." 

The teacher should help children to judge which of these 
two rulers was ruling through the arbitrary power of the 
army and which through the affections of the people, — 



134 OUTLINE OF HISTORY 

King John at Runnymede (1215) or Queen Elizabeth on 
Parliament Day (1571). Work out with children the above 
picture of the opening of Parliament ; have them see that 
Parliament is gradually coming to be the greatest of the 
great instruments by which the English race has pushed 
itself toward freedom ; explain how Parliament is as truly 
an instrument of freedom as is the plow, the pen, the print- 
ing press, the ship, the compass, the railroad, and the sew- 
ing machine. 

FOURTH PERIOD : THE FINAL EFFORT TO CRUSH 

LIBERTY IN ENGLAND. THE DEATH STRUGGLE 

OF THE ROMAN PRINCIPLE, — 1603-1689 A.D. 

1. Development of historic time sense. Give the time of 
this period with reference to other periods, reckoning since 
Anglo-Saxons first began coming into England ; connect 
with beginning of English colonial life in America. Note 
that this period reaches over a most heroic struggle in Eng- 
land between the idea that every man has an inborn right 
to rule himself (the Teutonic principle) and the idea that 
one man — the king — has a God-given right to rule abso- 
lutely everybody else in the nation (the Roman principle). 

2. The "Divine Right of Kings." Explain to children the 
doctrine of the Divine Right of Kings. Why was this 
doctrine claimed ? Connect this with the doctrine of the 
Roman emperors at the time of the Caesars. Have rulers 
who claimed to rule as God told them to — for example, 
the Roman Caesars, King John in the thirteenth century, 
King James I, Charles I, Charles II, and James II in the 
seventeenth century — ruled as nearly in a God-like way as 
William III (1689-1702) or Queen Victoria (1837-1901), 
who ruled England as the people told them to ? Which 
would Washington and Lincoln have said they were doing, 
governing the United States directly and immediately as 



OUTLINE OF THE SIXTH-GRADE WORK 135 

some divine power told them to, or directly and immedi- 
ately as the people, by voting, told them to, and indirectly 
by the guidance of God ? 

Illustrate and talk over the Divine Right of Kings with 
pupils until the idea and its importance is well understood 
by them. Lead them to see that persons who have set up 
the claim that they were ruling by " divine right" have 
not set it up because they were anxious to rule as God 
would wish them to, but because they did not wish to con- 
sult the people. Lead pupils to realize that the kings de- 
sired, by saying that they were ruling by "divine right," 
to stop all discussion and petition and lawmaking on the 
part of the people. Which of these ways was the old 
Roman way of looking at government? Which the early 
Teutons' way ? In old Rome the emperor had himself 
worshiped as a god and his commands obeyed without 
question; the early Teuton chief governed his tribesmen 
only by examples of brave deeds, regarding his followers 
as essentially his equals. What was Lincoln's view of the 
true sources of government when he spoke of the United 
States Republic as "a government of the people, by the 
people, and for the people"? 

3. The instruments of government. Help children to see 
what the instruments were (both material and mental) by 
means of which the two sides (the king and the people) 
fought out this fierce battle for liberty. Compare the strug- 
gle to a game of football with its back and forward human 
wave of gigantic effort, or to a game of chess or checkers 
in which every move, even the least, on the one side is 
watched, and if possible checked, by the opposing side. 

4. English local government. Review with pupils the vari- 
ous local governments of England, — as county, township, 
and town, — -as a means to the clear understanding of some 
of the chief local powers which had developed in the 



136 OUTLINE OF HISTORY 

English government by this time; tell them something of 
the main duties performed by the local officers in carrying 
on the government of these various units. For example, 
picture the county life for children; at the head of the 
county have them see the sheriff, at this time a most digni- 
fied and important local officer in England. On occasions 
of public performance the sheriff was surrounded by much 
show and ceremony ; he carried a white rod, wore official 
robes ; he often had one hundred or more servants in liver- 
ies, had stewards, clerks of the kitchen, yeomen of the 
plate and cupboard, yeomen of the wine cellar, attendants 
on sheriff's room, an usher of the hall, chamberlains, but- 
lers and butlers' assistants, cooks, scullions, porters, bakers, 
caterers, slaughterman, poulterer, watchmen for the horses, 
men to attend the docket door, often twenty or more men 
to attend upon the prisoners, — altogether a great house- 
hold. A sheriff was generally a man of means, and each 
county as a rule had one. His duties were many and varied. 
He held sessions of court for cases involving not more than 
ten dollars, for cases of damages, of not paying wages, of 
not returning borrowed articles, and of a hundred other 
everyday matters. The sheriff presided over the county 
election when a new member to Parliament was chosen. 

5. Effect of political discussion. Picture to pupils the com- 
ing together of the gentry and the lower classes to elect 
members of Parliament; the discussions; what it was their 
province to discuss ; the deciding upon deputies and the 
final decision of who should be chosen as member of Par- 
liament. Consider with children the influence upon the 
people of this extensive participation in local government, 
and help them to see that the strength of the English 
people is ever growing greater because of the large part 
which each man takes in the entire government and espe- 
cially in local affairs. 



OUTLINE OF THE SIXTH-GRADE WORK 187 

6. Education through jury trial. Review with children the 
leading steps and facts of a trial by jury. What influence 
would the experience of the common people, serving on 
juries continually, have in training them to judge about 
the king's actions ? Lead children to see how the king 
oftentimes tried to keep the people from using the jury. 
If the king so desired, could he try persons who offended 
him, by bringing them before his army officers for punish- 
ment ? Would the army officers be as likely to give the 
average farmer, fisherman, merchant, shepherd, and miner 
as just and patient a trial as the jury would ? Make a 
case in which some one in whom the pupils are interested 
is to be tried for an offense, and let them say whether they 
would desire that he be tried by laws carried out by army 
officers (martial law), or by laws carried out by the judge 
and jury (civil law). 

7. Civil law and martial law. Explain to pupils the mean- 
ing of martial law and give examples of it. When is it 
used and why? When is it considered oppressive and why ? 
Explain also the meaning of common law and civil law 
through examples of cases in the everyday life of the com- 
munity. Help children to pick out and explain those pro- 
visions in the Petition of Eight which condemn the use of 
martial law in times of peace. Give some reasons why, in 
time of war, persons are sometimes tried by the law of the 
army rather than by using the slower and more careful 
way of having a judge and jury. Study what the United 
States Constitution says about our having in America the 
right to a trial by jury (Amendments to United States 
Constitution, Arts. VI and VII). 

8. The writ of Habeas Corpus. Another instrument which 
the people fought for and won was the writ of Habeas Cor- 
pus. King John had promised in Magna Charta, Art. 40, 
to give every one justice freely and cpiickly if he were 



138 OUTLINE OF HISTORY 

accused of wrong ; but thousands of times, from the arbi- 
trary rule of King John down almost through the seven- 
teenth century, persons had been treated most unjustly. 
One way was for kings to throw subjects whom they did 
not like, or whose influence they feared, into prison and 
keep them there. The kings would order their imprison- 
ment, the persons would ask why ; the king would give 
no answer. The prisoner through his friends would again 
demand why; the king would give no answer. The prisoner 
and his friends would still clamor and petition for their 
rights ; the king would pay no heed, or perhaps take the 
prisoner to another part of the country or to a foreign 
country, hide him away, and keep him for years in a prison. 
From Magna Charta to the Bill of Eights — almost five 
hundred years — Englishmen came to see more and more 
clearly how far away this treatment was from what King 
John promised when he said every accused person should be 
given a speedy trial. Full of fight for the common people, 
Parliament passed a law (1679) saying that whenever a 
prisoner or his friends asked why one was cast into prison 
and when one could have his trial, the king, through his 
judges, should tell him immediately what he was impris- 
oned for and also set the time for the trial. When the 
judge wrote the command to the jailer, ordering him to 
bring the prisoner into the court room that he might give 
him speedy trial as he had promised, he wrote it in Latin. 
It started out "Habeas Corpus," which means, if the full 
sentence was filled out : Have the person whom you have 
thrown into prison in my court room on such and such a 
day, that I may give him a speedy trial. Because of this 
Latin sentence it is called the writ, or writing, of Habeas 
Corpus. From that day to this it has been the aim in 
England that no one should be thrown into prison without 
good reason, and this law which the people forced the king 



OUTLINE OF THE SIXTH-GRADE WORK 139 

to sign has enabled tens of thousands of people to get a 
fair and speedy trial in court, who would otherwise have 
lain in prison as long as the king desired. Did England 
have colonies in America at this time ? When England won 
this right of Habeas Corpus for herself would the colonial 
children, such as Massachusetts, Connecticut, New York, 
Pennsylvania, and the like, be entitled to use it in America? 
Read and explain this to children: "The privilege of the 
writ of Habeas Corpus shall not be suspended unless when 
in cases of rebellion or invasion public safety may require 
it" (United States Constitution, Art. I, Sec. 9, clause 2). 

9. The right of petition. Another instrument, that is, an- 
other great idea, which the people used to fight with just 
as truly as they fought with sword or gun, was the right to 
ask the king to do things which they wanted done, or to let 
things alone which they did no^t want done. Many English 
kings, and especially the Stuarts who ruled through most 
of the seventeenth century (1603-1689), did not want the 
people to petition them or ask them to do this or to let 
that alone. They wanted to rule as they pleased and not 
to be bothered with petitions. But England had been learn- 
ing so long to practice self-government in city, township, 
county, and Parliament that she would not give up her 
right to ask the king to do things and to keep on asking 
him till he gave an answer; and the right to petition, so 
the people told the king, must mean that he would hear 
and discuss the questions with them, and if no sufficient 
objections could be made to what they wished, he must 
grant the petition or permit it to be passed into a law. 
Study with children the Bill of Rights, clause 5 ; and 
Amendments to United States Constitution, Art. I. 

10. The right to levy taxes. Another instrument won by 
the people to fight arbitrary power with was the pocket- 
book. The king wanted money all the time and very much 



140 OUTLINE OF HISTORY 

money, for the army at home and abroad, for favorites, and 
for an extravagant court. 

Help children to work out the ways to which the king 
might resort to obtain money without asking Parliament 
for it. 

(1) By raising ship money. Had England many ships in 
the seventeenth century ? Have children picture commerce 
in every quarter of the seas. Could the king get a large 
amount of taxes through ship money if Parliament would 
permit it ? 

(2) By assessing taxes called benevolences. Explain to 
children the forced levies made on the people by the king. 
If the king were allowed to tax arbitrarily under cover of 
benevolences, could he get an unlimited amount of money ? 
How would this help him to rule without Parliament ? 

(3) By requiring wealthy people to become knights, pay- 
ing rich fees therefor. 

(4) By assessing heavy fines for pretended encroach- 
ment on the forests, which lands were claimed by the king. 

(5) By levying import and export duties. 

(6) By taking a large income from great amounts of 
land, called "crown land," belonging to the king. 

Lead children to see that the people may control the king 
by not letting him get money except as Parliament grants 
it to him. Point out provisions in Magna Charta, Petition 
of Right, Bill of Rights, Declaration of Independence, and 
Constitution of the United States, where it is stated or im- 
plied that when people are taxed the tax should be laid by 
the people themselves, i.e. through their representatives. 

11. Relation of standing army to freedom. Lead children 
to see that yet another instrument which is a mighty power, 
either to push on or hold back freedom in a nation, is a 
standing army. Explain what is meant by saying that the 
army is the right arm of the executive power, i.e. of thq 



OUTLINE OF THE SIXTH-GRADE WORK 141 

king, if in England, or of the President, if in the United 
States. Show pupils that at times, in England, when the 
king was very oppressive, the army has refused to support 
him and has gone to the side of the people. 

Recall to children the fact that Magna Charta was won 
only when most of the army deserted King John and went 
to the side of the people, and that Oliver Cromwell in 
the heroic struggle (1640-1649) against the tyranny of 
Charles I, who ruled from 1625 to 1649, triumphed because 
both army and people joined in his great cause of freedom. 
Lead children to see that both England and America have 
tried to keep their chief executive from ruling arbitrarily, 
by making it the law that they must depend upon Parlia- 
ment and Congress for money with which to pay the ex- 
penses of the army (Bill of Rights, Arts. 4 and 6, United 
States Constitution, Art. I, Sec. 8, clause 12). By control- 
ling the appropriation of money in this way, the purse 
controls the army. Parliament, through many centuries 
of struggle, gradually gaining control of the raising and 
expenditure of money, and Congress, partly by learning its 
lesson from England, have come to see and practice the 
wisdom of the old jingling rhyme: 

For good, for ill, for better, for worse, 
He rules the roast, who rules the purse. 

Tell children of the American army, — its size, its cost, 
its use, its possible abuse ; the meaning of militia ; the dif- 
ference between the regular army and the militia. Lead 
them to see the influence on freedom of having but a small 
standing army ; help them to see the contrast between the 
United States and the European countries in regard to the 
necessity of having a large standing army. 

12. The power of Parliament. Explain to children that 
the greatest instrument yet devised for fighting out the 



142 OUTLINE OF HISTORY 

freedom of man is the English Parliament and its offspring 
the United States Congress. For seven hundred years — 
from Eunnymede all the way down the road of Anglo- 
Saxon history to Independence Hall and Washington City 
— Parliament and Congress have struggled and fought 
for liberty. Lead pupils to see that by discussion, peti- 
tion, protest, remonstrance, and bill ; by suffering, patience, 
labor, and thrilling eloquence, these two fellow-workers — 
parent and child (Parliament and Congress) — have influ- 
enced and guided the secular lives of the human race more 
than any other power in the world. As a kind of summary 
review of some of the great steps in the development of 
Teutonic liberty help children to see in one organic, con- 
nected picture the growth of the English Parliament, from 
Eunnymede to the Bill of Sights, and westward across the 
Atlantic, rooting itself in township, county, and colonial 
assemblies, and finally in the Congress of the United 
States. Help them to realize the first meeting at Eunny- 
mede (1215) ; then the meeting for a couple of sessions in 
1265-1266 ; then the meeting together for the first time of 
all three of the estates (nobles, clergy, and commons) in 
1295 (the Model Parliament) ; then the meeting of Lords 
and Commons from 1295 to 1377 in one house and after 1377 
in separate houses, — Lords and Commons. Lead pupils to 
see that for two hundred years after the meeting of the 
houses separately (say to the days of Queen Elizabeth), 
Parliament was struggling desperately against the king, 
much of the time barely holding its own ; then came the 
great and spacious days of Queen Elizabeth (1558-1603), 
when seamen like Drake, Howard, Hawkins, laid the broad 
foundation of England's empire, both by land and sea, in 
every quarter of the globe, inspired by great statesmen, 
poets, and philosophers of the time ; finally picture for 
children the period from Elizabeth through the seventeenth 



OUTLINE OF THE SIXTH-GRADE WORK 143 

century to 1689, in which as fierce a battle as was ever 
waged between arrogant despotism on the one hand, and 
the rights of the people on the other, was fought out in 
Westminster Hall. Picture to pupils the two houses of 
Parliament which had developed in England — the House 
of Lords, the House of Commons — and were now in fierce 
contention with the king. 

Compare opportunity for discussion and getting at the 
truth when meetings are in two houses and discussion free, 
with opportunity when meetings are in one house and dis- 
cussion limited. Compare the sifting of thought through 
many brains to the sifting of grain through many sieves. 

13. Parliament at work. Help children to realize the 
historic atmosphere which surrounded these times, — the 
House of Commons, its size, its speaker, its members ; how 
a debate is carried on, how divisions are made in voting ; 
the house sometimes stormy with passion, sometimes en- 
tranced with eloquence, sometimes melted to tears, now 
disheartened, again as brave as a lion. Help children to 
see the House of Lords, the Lord Chamberlain who pre- 
sides, the archbishops, bishops, dukes, earls, marquises, 
counts, viscounts, nobles, and " woolsack." As an example 
of the struggle of Parliament against despotic rule, help 
children to work out in detail the masterful fight which 
Sir John Eliot, Hampden, Pym, and their colaborers made 
in the House of Commons in 1629 against the arbitrary 
arrest and imprisonment of members of Parliament by 
Charles I, against taxation without Parliament's consent, 
against arbitrary dissolution of Parliament, and against 
the interference with freedom of speech. How long had 
the principles for which they fought been growing in Eng- 
land ? Aid children to pick out the same principles of 
liberty in the Great Charter, the Petition of Eight, the 
Bill of Rights, and the Constitution of the United States. 



144 OUTLINE OF HISTORY 

Have them express in simple words the principles in Magna 
Charta, the Petition of Right, and the Bill of Rights ; for 
example, (1) Parliament but not the king must have the 
right to tax the people; (2) Parliament should meet often, 
otherwise the king would become arbitrary ; (3) the people 
should have the right to carry swords and guns for defense, 
otherwise the king would compel them to do anything he 
wished ; (4) the people should be given a just trial by jury, 
otherwise the military courts would punish them without 
fair trial ; (5) a person accused of crime should be given a 
speedy trial, otherwise he might be kept in jail for a life- 
time ; (6) no person should be required to keep soldiers in 
his house in time of peace ; (7) every person should have 
the right to petition the king and be heard. 

FIFTH PERIOD: THE COMPLETE TRIUMPH IN ENGLAND 

OF THE TEUTONIC PRINCIPLE OF GOVERNMENT. 

THE RULE OF THE HOUSE OF COMMONS AND 

THE ENGLISH CABINET, — 1689-1909 A.D. 

1. The triumph of the Teutonic idea of government. The 

ruling idea of this period is that the English government 
belongs not to the king nor even to the nobility, but to the 
people ; to the people as expressed through Parliament, and 
especially through that house of Parliament which stands 
closest to the people, i.e. the House of Commons. Graphi- 
cally picture to children the relative power and influence 
of Kings, Lords, and Commons at different periods in the 
past seven hundred years in English history, thus : 

King John's time: KlNGr, Lords, Commons. 
About 1215 a.d. 

Henry VHP's time : King, Lords, Commons. 
About 1525 a.d. 

Present time : King, Lords, COMMON S. 



OUTLINE OF THE SIXTH-GRADE WORK 145 

2. " Divine Right" overthrown. In the light of the discus- 
sion on the . growth of English institutions and English 
liberty, have pupils understand and discuss the following 
quotation, as fairly summing up the result of the overthrow 
of the Roman principle of the Divine Right of Kings and 
the establishment of the divine right of the common man. 

" The passing of the Bill of Rights, in 1689, restored to 
the English monarchy the character which it had lost under 
the Stuarts. The right of the people, through its represent- 
atives, to depose the king, to change the order of succes- 
sion, and to set on the throne whom they would, was now 
established. All claim of Divine Right or hereditary right, 
independent of the law, was formally put an end to by the 
election of William and Mary (1689). Since their day no 
English sovereign has been able to advance any claim to 
the crown save a claim which rested on a particular clause 
in a particular act of Parliament. William, Mary, and Anne 
were sovereigns simply by virtue of the Bill of Rights. 
George the Eirst and his successors have been sovereigns 
solely by virtue of the Act of Settlement. An English 
monarch is now as much the creature of an act of Parlia- 
ment as the pettiest tax-gatherer in his realm." x 

3. The House of Commons. Help pupils to see how in the 
last two hundred years, and a little more, from 1689 to 1909, 
England has moved forward until her king has come to 
have practically no political power, and Parliament has 
come to have practically all power. Help them to recog- 
nize some of the chief steps in the growth of the Teutonic 
principle of self-government in England, until they see that 
not only the king, but the lords as well, have practically 
lost controlling power of Parliament, and that the House 
of Commons, representing all the people, and especially the 
common people, has come to have almost complete rule. 

1 Green's Short History, p. 673. 



146 OUTLINE OF HISTORY 

4. The Cabinet. As the last link in this chain of English 
liberty, work out a picture of the present English Parlia- 
ment, emphasizing the growth of the House of Commons, 
and especially that of the English Cabinet, — a body, as at 
present constituted, consisting of about twenty great states- 
men, — which, as the representative of both the king and 
people, guides and controls the English empire, and rules, 
through its legislative and executive work, the most exten- 
sive and one of the freest nations in the world. Study the 
lives of William III, Burke, Pitt, and Gladstone as embodi- 
ments of high ideals of English liberty. 



IV. THE REFORMATION, — ABOUT 1517 TO THE 
PRESENT TIME 

1. The Reformation. By illustration explain the meaning 
of the word " reformation." A caterpillar re-forms (i.e. forms 
itself again) when it develops from worm to butterfly; a 
seed re-forms as it changes from seed to plant; a family, 
school, a church, a state, is in a process of re-forming as 
it changes from lower stages of thought and life to higher ; 
give other illustrations. Emphasize the idea that institu- 
tions — schools, church, government, business — must con- 
tinually grow in order to live ; and lead children, with 
this in mind, to see that the time of the Reformation, in a 
broad view, extends from say 1517, when active discussions 
of the reform of the Christian Church began under Martin 
Luther, down to the present time, when they still continue. 

2. The relation of the Renaissance to the Reformation. 
Lead children to see the influence of studying and com- 
paring documents of different languages and ages, as the 
scholars did in the Renaissance movement, with the clas- 
sical writers, and as the Bible scholars did with different 
copies of the Old and of the New Testaments ; make plain 



OUTLINE OF THE SIXTH-GRADE WORK 147 

to children, as in case of documents of Greek and Latin 
authors, how these copies of the books of the Bible came 
to differ. Show the relation of the printing press to the 
cheapening and spreading of the Bible ; the relation of the 
general study of the Bible to each one's ability to form his 
own opinion about its teaching, and the relation of this 
habit to the disposition to rely upon one's own judgment 
in political, social, and business matters. What is the ad- 
vantage, in a class recitation, of having each student tell 
freely the way in which he views a subject? What is the 
advantage to the individual himself ? the advantage to the 
class as a whole ? What is the advantage to the individual, 
and to all sects of religion, — the Jewish, Baptist, Metho- 
dist, Presbyterian, Catholic, — in letting each person freely 
express his views on a subject pertaining to religion ? 
Would you, if you could do so, have everybody in your 
own state, or county, or city, a member of just one church, 
as, for example, the Quaker, the Methodist, the Jew, the 
Catholic? Why was the provision, "Congress shall make 
no law respecting an establishment of religion or prohi- 
biting the free exercise thereof," placed in the Constitution 
of the United States ? Has it tended to strengthen or to 
weaken our nation ? Give reason for your answer. When 
the Teutonic world was in its childhood was there more 
reason, or less, than now for having some one, as the monk 
or priest, to organize the Church and lead it ? Should it 
have yielded more unquestioning obedience to its leaders 
in its infancy than in its mature age ? Why ? Compare this 
idea with that of a parent, thinking for and entirely direct- 
ing the child when it is very young, then a little less as it 
grows older, and step by step leading it to self-reliance and 
self-control as it approaches mature age. Work out the same 
idea in teaching children of different ages and degrees of 
development in the schoolroom ; work out the same idea both 



148 OUTLINE OF HISTORY 

in the state and in the Church. Have children memorize 
Amendment I of the United States Constitution. 

3. The development of religious toleration. Does the study 
of history, in which we see many varieties and constant 
change and growth in the opinions and standards of action 
among men, tend to make us more tolerant and broad- 
minded in religious matters or less so ? Which would be 
stronger, a nation allowing perfect freedom in forming and 
expressing opinions in religious life, or one compelling all 
to think and act alike ? 

The teacher should here tell the pupils something of the 
progress of free religious thought in western Europe during 
the sixteenth and seventeenth centuries, — how it moved 
slowly but steadily in England and northern Europe, where 
the Teutonic spirit had been gradually growing stronger 
for a thousand years, but was finally crushed both in 
Erance and Spain, where the spirit of Rome had developed 
for two thousand years. 

4. The growth of religious sects. Point out in a sympa- 
thetic and impartial way some of the leading facts about 
the rise of different sects of religion in western Europe 
during the sixteenth and seventeenth centuries. Explain to 
children that each of the different sects is equally honest 
and equally earnest in its search for religious truth. Com- 
pare the growth of the Christian Church during the first 
fifteen centuries a.d. to the growth of a tree, — at first the 
tree comes up as a single sprout, then it branches into two, 
three, or four limbs ; then into a dozen ; gradually great 
forks are formed ; but whether forks, branches, limbs, or 
twigs, they all spring from one common trunk or root. 
The forks are not necessarily of the same length, the fruit 
borne on the branches is not exactly of the same size, some 
specimens may decay before others, but from the time 
when the tree appears as a tiny sprout till it develops 



OUTLINE OF THE SIXTH-GRADE WORK 149 

into a forest giant, it is just one tree, with one general 
life and. nature and fruit. So the teacher may lead the 
pupils to see that the Christian Church has spread from one 
growing trunk into many somewhat varying branches ; its 
first life and imperishable tap-root was the life of the broad- 
minded, gentle, tolerant, sympathetic founder, Jesus. 

The principles of Jesus grew slowly at first but gradually, 
through millions and millions of noble Christian lives and 
through the organization of a great Church, spread over all 
Europe. Help children to enter into sympathy with the 
plan of great Christians of binding all Europe into one 
universal Church, and show some of the advantages which 
would result if such an idea could be completely realized. 
Show the difficulties of accomplishing such a result. 

5. Religious reformers. After reviewing this fifteen hun- 
dred years' growth of the Christian Church present a picture 
to children of many religious teachers arising in the next 
two centuries earnestly discussing religious questions con- 
cerning the true interpretation of the Bible and also concern- 
ing the forms and practices which the Bible taught should 
be followed by a Christian. Show children that of neces- 
sity different thinkers would have different opinions about 
the meaning, forms, ceremonies, and organization of the 
Church, and therefore many different branches would 
spring up out of the one great mother Church. 

Study with pupils the most important reformers, both 
Catholic and Protestant, as they labored to purify the 
Church at this time. Erasmus, a great scholar and sharp 
critic, did much to awaken new thought in the Church ; in 
Germany, Martin Luther, in his religious zeal, criticised 
the mother Church in 1517 a.d., and took steps which led 
to the founding of the Lutheran Church ; John Calvin went 
from France to Switzerland, and established there another 
independent Church called the Presbyterian Church, because 



150 OUTLINE OF HISTORY 

its followers wished themselves ruled by small, independ- 
ent, local bodies called presbyters. This Church gradually 
spread its influence through the sixteenth, seventeenth, and 
eighteenth centuries, largely through Scotland, England, 
and New England. Other earnest thinkers wished the 
Church ruled by bishops and founded the Episcopalian 
Church; still others, because of their prominent use of 
water in baptism, were called Baptists ; and so many 
religious bodies sprang up in the sixteenth, seventeenth, 
eighteenth, and nineteenth centuries, — the Methodists, 
Congregationalists, Quakers, Moravians, United Brethren, 
and scores of others. 

6. Unity in religion. Explain to pupils that whatever the 
name of the religion or whatever the particular thought 
or form of religious worship through which these various 
sects developed, the great fact and deepest truth about 
them all is not that they are essentially different but essen- 
tially alike; that they all spring from the inexhaustible lov- 
ing and serving life of the Great Founder. Help pupils to 
see that the practice of universal brotherhood in religion 
helps the whole world to realize that 

Truth is one, 

And in all lands beneath the sun, 
Whoso has eyes to see may see 
The tokens of its unity. 

7. Unity in history. The pupil is now somewhat prepared 
to look back over the current of history as it has come down 
through Babylon, Egypt, Israel, Greece, Rome, and western 
Europe, and ready to see which of the countries on the 
western coast of Europe that have developed a national 
life — England, France, and Spain — have the fullest and 
freest institutional blood in them. He will be able to see 
that whichever one of these nations has taken up most 
fully what the old Orient, the Egyptian, the Jew, the 



OUTLINE OF THE SIXTH-GRADE WORK 151 

Christian Church, the Greek, the Roman, the Teuton, had 
to give to the stream of history, will be the one which will 
finally win in the race for the New World. He will have 
seen progressively as he passed through the, work of the 
grades that it is not any one idea of one people, but the sum 
of all past ideas and principles of all peoples which makes 
the broadest foundation for every new advance in history. 
Thus he will see that whichever one of these nations, stand- 
ing with its arms stretched to the New World, embodies 
most fully the sum of all the past, and stands most wisely 
and completely for the harmonious union of the central gov- 
ernment given by Rome, plus the Teutonic idea given by the 
Teutons, plus the idea of human culture, art, and education 
given by the Greeks, plus the idea of free investigation and 
the right of individual judgment and free discussion given 
by the Crusades, the Renaissance, the printing press, the 
English Parliament, the Reformation, plus the profound 
faith in the righteousness of God given by the Jew, — 
whichever one best represents the whole sum of the im- 
mortal ideas of the past, now reblossoming into the new 
fruit of the freer institutions of the sixteenth and seven- 
teenth centuries, and raising the common man into a true 
conception of his own worth, will finally inherit and possess 
the New World, and enter into its freedom. 

The sixth-grade work thus prepares the pupil to follow, 
in the seventh grade, the chief streams of thought brought 
to America by the western European nations, namely, Spain, 
Erance, and England, and to understand the different types 
of institutions which they planted here. He, likewise, 
should be able to see why two of these nations, Spain and 
France, failed in their efforts at civilization in America, 
and why England succeeded so abundantly. 

8. Freedom the goal of history. Finally, as the pupil in 
his imagination crosses into America from Europe, with 



152 OUTLINE OF HISTORY 

this six years of grade work expanding in his mind, he will 
see something of what history has meant in ages gone by, 
and what it has. cost. He will see more and more clearly 
that the goal man has ever been struggling for is freedom; 
that the Hebrew who fled from Egyptian bondage, the Greek 
who fought at Marathon, the Roman who seceded to the 
Sacred Mount, the Teuton who wandered free in the forest, 
the saint who sought the cell, the scholar who from Soc- 
rates to Darwin strove for untrammeled truth, all have, 
Prometheus-like, been struggling for freedom, — physical, 
mental, and moral. The pupil should realize that this 
struggle has cost much ; that it is his privilege and duty 
to join in its battle, and especially in the battle for the 
fullest freedom of his own land. As a lofty expression of 
the unquenchable thirst for human freedom, talk over with 
children the poem below, and let them memorize it. 

Freedom ! thou art not as poets dream, 

A fair young girl, with light and delicate limbs, 

And wavy tresses gushing from the cap 

With which the Roman master crowned his slave 

When he took off the gyves. A bearded man, 

Armed to the teeth art thou ; one mailed hand 

Grasps the broad shield, and one the sword ; thy brow 

Glorious in beauty though it be, is scarred 

With tokens of old wars ; thy massive limbs 

Are strong with struggling. Power at thee has launched 

His bolts, and with his lightnings smitten thee. 

They could not quench the life thou hast from heaven. 

Merciless power has dug thy dungeon deep, 

And his swart armorers by a thousand fires, 

Have forged thy chain, yet, while he deems thee bound, 

Thy links are shivered and the prison walls 

Fall outward ; terribly thou springeth forth, 

As springs the flame above a burning pile, 

And shoutest to the nations, who return 

Thy shouting, while the pale oppressor flies. 

Bryant 



OUTLINE OF THE SIXTH-GRADE WORK 153 

REFERENCES FOR THE SIXTH GRADE 

See General Note on Reference Books preceding first-grade 
references. Attention is also called to the fact that many of 
the references cited for the fifth grade will be found helpful for 
the sixth grade. 

General Histories 

Callcott, Lady. Little Arthur's History of England (juv.). 

New York, T. Y. Crowell & Co., 1904. $1.25. 
Church, A. J. Stories from English History (juv.). New York, 

The Macmillan Company, 1895. 2 vols. $1.25 each. 
Coffin, C. C. * Story of Liberty (juv.). New York, Harper & 

Bros., 1878. $3.00. 

The story of civil and religious liberty from Magna Charta 

to the landing of the Pilgrims in America (1215-1621). 
Cooke, F. E. * England (juv.). (History for Young Readers.) 

New York, D. Appleton & Co., 1904. 60 cents. 
Cunningham, W., and Mc Arthur, E. A. Outlines of English 

Industrial History. New York, The Macmillan Company, 

1896. $1.50. 
Dickens, Charles. * Child's History of England. Boston, 

Houghton, Mifflin & Co., 1898. $2.50. 
Freeman, E. A. Old English History for Children. New York, 

The Macmillan Company, 1869. $1.50. 
Gardiner, S. R. *Easy History of England : First Course (juv.). 

New York, Longmans, Green & Co., 1903. 56 cents. 
Gardiner, S. R. * Easy History of England : Second Course (juv.). 

New York, Longmans, Green & Co., 1899. 56 cents. 
Gardiner, S. R. Student's History of England. New York, 

Longmans, Green & Co., 1902. $3.00. 
Gibbins, H. de B. Industrial History of England. London, 

Methuen & Co., 1894. 2 shillings 6 pence. 
Green, J. R. * Short History of the English People. New York, 

American Book Company, 1884. $1.20. 

Especially good on social life. The illustrated edition, 

published by Harper & Bros., at $20.00, is preferable. 



154 OUTLINE OF HISTORY 

Guerber, H. A. Story of the English. (Eclectic School 

Readings.) New York, American Book Company, 1898. 

65 cents. 
Kemp, E. W. History for Graded and District Schools (juv.). 

Boston, Ginn & Company, 1902.. $1.00. 
Morris, Charles. Historical Tales : English (juv.). Philadel- 
phia, J. B. Lippincott Company, 1897. $1.25. 
Scott, Walter. * Tales of a Grandfather : being the History of 

Scotland. Boston, Ginn & Company, 1889. 40 cents. 
Traill, H. D., and Mann, J. S. (eds.). * Social England. New 

York, G. P. Putnam's Sons, 1901. King Edward illus. ed. 

6 vols. $5.00 each. 

A comprehensive history of the progress of the people in 

religion, laws, learning, arts, industry, commerce, science, 

literature, and manners. 
Ward, A. W., et al. (eds.). Cambridge Modern History (planned 

by Lord Acton). New York, The Macmillan Company, 1902- 

1908. 12 vols. $3.50 each. 
Warren, H. P. Stories from English History from B.C. 55 

to a.d. 1901 (juv.). Boston, D. C. Heath & Co., 1902. 

65 cents. 

Simple stories, with attractive illustrations. 



Source Books 

Hill, Mabel. Liberty Documents. New York, Longmans, Green 
& Co., 1901. $2.00. 

Lee, G. C. * Source Book of English History. New York, Henry 
Holt & Co., 1905. $2.00. 

University of Pennsylvania. Translations and Reprints from the 
Original Sources of European History. New York, Long- 
mans, Green & Co., 1898-1899. 20 cents each. 
Crusades (Vol. I, Nos. 2, 4; Vol. Ill, No. 1); Reformation 
(Vol. I, No. 1 ; Vol. II, Nos. 5, 6 ; Vol. Ill, Nos. 3, 6). 

See also the work of Adams and Stephens mentioned 
below. 



OUTLINE OF THE SIXTH-GRADE WORK 155 

Parliamentary Government 

Adams, G. B., and Stephens, H. M. Select Documents of Eng- 
lish Constitutional History. New York, The Macmillan Com- 
pany, 1906. f2.25. 

Firth, C. H. Oliver Cromwell and the Rule of the Puritans in 
England. (Heroes of the Nations.) New York, G. P. Put- 
nam's Sons, 1900. $1.50. 

Gilman, Arthur (ed.). Magna Charta Stories (juv.). Boston, 
Lothrop, Lee & Shepard Co., 1882. $1.00. 

Jane, L. C. * Coming of Parliament : England from 1350 to 
1660. (Story of the Nations.) New York, G. P. Putnam's 
Sons, 1905. $1.50. 

MacDonagh, Michael. * Book of Parliament. London, Isbister 
& Co., 1897. $2.00. 

Morley, John. Oliver Cromwell. New York, The Century 
Company, 1900. $3.50. 

Seeley. J. R. Expansion of England. Boston, Little, Brown & 
Co., 1905. $1.75. 

Treats of England and her colonies. 

Taswell-Langmead, T. P. English Constitutional History, 
from the Teutonic Conquest to the Present Time. Boston, 
Houghton, Mifflin & Co., 1896. $6.00. 
Comprehensive and scholarly. 

Historical Geography 

Gardiner, S. R. (ed.). * School Atlas of English History. New 
York, Longmans, Green & Co., 1898. 5 shillings. 

MacCoun, Townsend. * Historical Geography Charts of Europe: 
Mediaeval and Modern. New York, Silver, Burdette & Co., 
n.d., $15.00. 

Mackinder, H. J. Britain and the British Seas. New York, 
D. Appleton & Co., 1902. $2.00. 

The aim of the author is to present a picture of the phys- 
ical features and condition of the region, and to trace their 
influence upon the people. 



156 OUTLINE OF HISTORY 

Reich, Emil. A New Student's Atlas of English History. Lon- 
don, The Macmillan Company, 1903. $3.25. 

Contains some good maps, with descriptive letterpress, not 
found in Gardiner's " Atlas." 

Crusades 

Archer, T. A., and Kingsford, C. L. * The Crusades : the 

Story of the Latin Kingdom of Jerusalem. (Story of the 

Nations.) New York, G. P. Putnam's Sons, 1895. $1.50. 
Church, A. J. The Crusaders (juv.). New York, The Macmillan 

Company, 1905. $1.75. 

Story of the First, Third, and Eighth Crusades, with the 

legend of " The Wandering Jew " as a connecting link. 
Cox, G. W. * The Crusades. (Epochs of Modern History.) New 

York, Charles Scribner's Sons, 1895. $1.00. 
Douglas, Amanda M. Heroes of the Crusades (juv.). Boston, 

Lothrop, Lee & Shepard Co., 1889. $1.50. 
Mombert, J. I. Short History of the Crusades. New York, 

D. Appleton & Co., 1894. $1.50. 

Reformation 

Balmes, J. European Civilization. Baltimore, John Murphy & 

Co., 1850. $3.00. 

From the Catholic point of view. 
Emerton, Ephraim. Desiderius Erasmus of Rotterdam. (Heroes 

of the Nations.) New York, G. P. Putnam's Sons, 1900. 

$1.50. 
Fisher, G. P. Reformation. New York, Charles Scribner's Sons, 

1906. $2.50. 
Jacobs, H. E. * Martin Luther, the Hero of the Reformation. 

New York, G. P. Putnam's Sons, 1898. $1.50. 
Seebohm, Frederic *Era of the Protestant Revolution. (Epochs 

of Modern History.) New York, Charles Scribner's Sons, 

1897. $1.00. 
Sergeant, Lewis. John Wyclif. (Heroes of the Nations.) New 

York, G. P. Putnam's Sons, 1893. $1.50. 



OUTLINE OF THE SIXTH-GRADE WORK 157 

Walker, Williston. John Calvin, the Organizer of Reformed 
Protestantism, 1509-1564. (Heroes of the Nations.) New 
York, G. P. Putnam's Sons, 1906. $1.50. 

Renaissance 

Blades, William. Pentateuch of Printing. Chicago, A. C. 
McClurg & Co., 1891. $4.50. 

Burckhardt, Jacob. * Civilization of the Renaissance in Italy. 
New York, The Macmillan Company, 1898. $4.00. 

Einstein, Lewis. Italian Renaissance in England. (Columbia 
University Studies in Comparative Literature.) New York, 
The Macmillan Company, 1902. $1.50. 

Field, Lilian F. An Introduction to the Study of the Renais- 
sance. New York, Charles Scribner's Sons, 1898. $1.50. 

Goodyear, W. H. Renaissance and Modern Art. (Chautauqua 
Reading Circle Literature.) New York, The Macmillan Com- 
pany, 1894. $1.00. 

Laurie, S. S. Rise and Early Constitution of Universities. (In- 
ternational Education Series.) New York, D. Appleton &Co., 
1886. $1.50. 

Parker, J. H. A B C of Gothic Architecture. London, James 
Parker & Co., 1896. $1.25. 

Symonds, J. A. * Short History of the Renaissance in Italy 
(taken from the work of J. A. Symonds by A. Pearson). 
New York, Henry Holt & Co., 1894. $1.75. 

Illustrative Historical Fiction 

Bulwer-Lytton, E. G. E. Harold, the Last of the Saxon Kings. 
Boston, Little, Brown & Co., 1896. $1.25. 

Story of the times of Edward the Confessor, and the Nor- 
man Conquest (1066). 
Crawford, F. Marion. Via Cruris. New York, The Macmillan 
Company, 1899. $1.50. 

Story of the Second Crusade (1147). 
Hale, E. E. In His Name. Boston, Roberts Bros., 1887. $1.00. 
A story of the Waldenses. 



158 OUTLINE OF HISTORY 

Macdonald, George. St. George and St. Michael. Philadel- 
phia, David McKay, n.d. $1.25. 

Story of the Civil War and Raglan Castle (1645-1648). 
Pyle, Howard. Men of Iron (juv.). New York, Harper & Bros., 
1891. 12.00. 

A romance of Henry IV (1400). Manners and customs of 
the Middle Ages shown in the pictures. 
Reade, Charles. Cloister and the Hearth. New York, Charles 
Scribner's Sons, 1903. $1.25. 

Introduces Erasmus, Luther, Froissart, and others (1470). 
Scott, Sir Walter. Talisman. Boston, Houghton, Mifflin & 
Co., n.d. $2.00. 

Story of the Third Crusade (1193). 
Yonge, Charlotte M. Prince and the Page. Boston, Lothrop, 
Lee & Shepard Co., 1881. $1.00. 

Story of the Eighth Crusade (1270-1272). 



OUTLINE OF THE SEVENTH-GRADE WORK 

The seventh-grade work may be studied under three 
general movements : 

I. The development of the three chief streams of insti- 
tutional life — Spanish, French, and English — in Amer- 
ica, with a view to understanding the struggle of Spain, 
France, and England for the mastery in the New World, 
resulting in the triumph of England over the French at 
Quebec in 1759, and in the Treaty of Paris which followed, 
1763. This triumph of England opened an undisputed road 
to English institutions from the Atlantic seacoast back to 
the heart of the continent, — the Mississippi valley. 

II. The struggle and final triumph of the English col- 
onies in America to establish the Teutonic principle, — 
the right of local self-government on American soil, 1763- 
1783. This includes the movement from 1763 (the treaty 
closing the English struggle with the French), to 1783 
(the treaty closing the struggle of the United States with 
England), marks the triumph of the Teutonic principle in 
the successful Revolutionary War, and establishes the prin- 
ciple announced in the Declaration of Independence, — 
All governments derive their just powers from the consent 
of the governed. 

III. The balancing in a written constitution of the 
two principles of government, — the local (that given by 
the Teuton) and the central (that given by the Roman). 
This includes the movement from 1783 till the final adop- 
tion of the Constitution in 1789. The Constitution should 
be studied at this point with a view to understanding the 

159 



160 OUTLINE OF HISTORY 

powers granted by it to the general government and the 
powers that still remained in the hands of the people in 
their local governments, — states, counties, townships, 
and cities. 



The Ceossing of the Steeam of Libeety feom 

Eueope to Ameeica and its Geowth 

undee New Environment 

i. the development of the three chief streams 
of institutions 

A. The Spanish Civilization in America 

1. Environment. Study with pupils the physical environ- 
ment of Spanish settlements in America, — their climate, 
soil, rivers, mountains, minerals, plants; compare these 
with similar conditions in Spain, and with conditions in 
the English and French colonies to the north. Here make 
graphic for children the extensive agricultural and min- 
eral resources of the West India Islands and of the Carib- 
bean Sea ; also picture to them the resources of both South 
and Central America ; and discuss with them whether, if 
manual labor had been regarded as honorable, and had been 
engaged in by all, Spain could have built up a great power 
in the New World. 

2. Government. Help pupils to see that as the people 
came from Spain and engaged in various occupations, laws 
would have to be made in regard to agriculture, trade, 
punishment of criminals, enslaving of Indians, marriage, 
divorce, and matters pertaining to the relation of the home 
country to her American colonies. Help children to realize 
that officers would either have to grow up in the colonies 
or be sent there by the mother country, — Spain. Name 
the chief officers, say how long they served, how they were 



OUTLINE OF THE SEVENTH-GRADE WORK* 161 

paid, and who appointed them. Did they generally come 
from Spain or from among the colonists themselves ? Did 
they have local self-government, as townships and counties, 
in which the Spanish colonists in general voted for the 
local officers ? Make clear the value of local self-govern- 
ment to those who are able to take a hand in it. When 
difficulties between persons arose in the Spanish colonies, 
and they went to court to settle these difficulties, would 
they have a right to be tried by a jury, or would they be 
tried by the governor or the army officers, as was often the 
case in Spain at that time ? Who would give them the 
most sympathetic and the fairest chance for a just trial? 
Picture to children the harsh life which grew up on the 
Spanish plantations and in the mines, and help them to see 
the probability of the lower classes being unfairly treated 
by their masters, and the difficulty for the common man of 
getting a' fair and just trial before a court made up of army 
officers. Did the people tax themselves ? Compare the gov- 
ernment in the Spanish colonies with that developed in 
Rome during the last 500 years of its life, as seen in the 
fourth grade. Compare the Roman governor with the 
Spanish governor ; the Roman taxation with the Spanish 
taxation; the early Teutonic life with the early Spanish 
colonial life. Make clear the difference between colonies 
ruled wholly by the crown and those ruled by local assem- 
blies chosen by the people. 

3. Religion. Review with children the time of the discov- 
ery of America, telling how long it was from the discovery 
of America to the opening of the great religious discussion 
— the Reformation — which began in 1517 in Europe; then 
help them to imagine the spreading of Spain through the 
sixteenth, seventeenth, and eighteenth centuries around the 
Caribbean Sea, through the West India Islands, and over 
Central and South America, and Mexico. Help children 



162 OUTLINE OF HISTORY 

to decide whether, since the Spanish colonies were willing 
to receive their political rule from the home country, they 
would also be willing to obey the religious rule as sent out 
by Spain. Would they freely permit the incoming and 
settlement of Jews, Presbyterians, Methodists, Catholics, 
Lutherans, Episcopalians, Quakers, Congregationalists, and 
others into their colonies ? What is the result upon the 
religious life of the people of permitting, age after age, 
but one religion in a country, and keeping all others out? 
Compare the result of free discussion of religious ques- 
tions among the people of a country with free discussion 
in a class ; with free discussion in government. 

4. Industry. Review with pupils the growth of commerce 
as it developed around the Mediterranean Sea in the twelfth, 
thirteenth, fourteenth, and fifteenth centuries ; help them 
to see the entire Mediterranean covered with the sails of 
commerce, extending from eastern Asia and the Indian 
Ocean to western Europe, exchanging meats, grains, silks, 
and wines of Europe for pearls, spices, woods, shawls, silks, 
furs, and precious stones of the Orient. Help pupils to 
imagine this commerce cut in two by the Turks' bar- 
baric invasion of Asia and the capture of Constantinople 
(1453), and let pupils devise means by which the riches 
of Asia may still be gathered from Chin# and India ; thus 
set them to seeking a passage around southern Africa, 
around northern Europe, and straight out westward 
through the Atlantic Ocean. Have them realize the large 
conceptions of Columbus, and follow the Spaniards from 
the days of Columbus, from the sixteenth on through the 
seventeenth and eighteenth centuries, in their eager search 
for the precious metals of the western world. 

Did the Spanish colonies themselves engage largely in 
clearing the land, developing agriculture, manufactures, and 
commerce ? Was the climate suited for field labor by the 



OUTLINE OF THE SEVENTH-GRADE WORK 163 

white population ? Did the white people perform the labor 
in the mines or did they have it done by slaves ? What 
is the objection to having the work of a country done 
by slaves, as the Spanish colonists did ? What was the 
effect of slavery upon the masters ; upon the slaves them- 
selves ? Does slavery tend to keep a thrifty middle class 
of laborers in a country or to drive it out ? Did the colo- 
nists mine the gold themselves, or did they have the slaves 
to do it? Did the colonists use the gold they obtained in 
developing Spanish colonial life, — as schools, newspapers, 
agriculture, manufactures, free government ; or were they 
compelled to send it back to Spain ? If sent back to Spain, 
show both its good and its bad effects in enriching the home 
country ; for instance, might it help to work out freedom 
in Spain by giving the people a means of paying off their 
debts just as they chose, rather than by military and feudal 
service, as they had been compelled to do in feudal days? 
Was it the Spanish theory and practice that the colony ex- 
isted for the home country or for itself ? Which is better ? 
Compare the ideal government of colonies by a parent 
country to the ideal government of children by a parent. 

5. Education. Help children to see whether Spain took 
up the spirit of the Kenaissance (free schools, free religion, 
free discussion, free press) ; whether she developed it at 
home, brought it over to America, and planted it through- 
out the New World in political, religious, educational, indus- 
trial, and social equality. Show relation of slavery to free 
schools and general educational opportunities, and help 
pupils to see that the labor in the Spanish colonies was 
done by the ignorant mass, and that education was enjoyed 
by the favored few. 

6. Social life. Did the Spanish generally come to America 
to establish homes ? In social life did they tend to sink to 
the level of the natives or to draw the natives up to their 



164 OUTLINE OF HISTORY 

level ? Was it the tendency of Spanish life in America to 
place the people on a common level of opportunity, giving 
all an equal chance in wealth, government, and culture ? 
Help pupils to tell what they can in favor of having titles 
and ranks of people in a nation, and then let them tell what 
they can against it. Discuss and memorize what the Con- 
stitution of the United States says as to the United States 
or any individual state granting titles of nobility (Art. I, 
Sec. 9, clause 7). 

7. Final results. Sum up Spanish life and lead pupils to 
see that Spain was not carrying to the New World any of 
the ideas of freedom which were seen growing in Europe 
throughout the sixth-grade work — Eenaissance, Parlia- 
ment, Reformation. Lead them to see that, although 
Spain did some good through ruler and priest, so far as 
elevating the natives was concerned, yet in respect to ele- 
vating her colonists or her people at home, she had no 
new ideas to give. Spain planted in the New World the 
old seed of Roman absolutism and the mediaeval seeds of 
feudal aristocracy, and her four hundred years of rule 
in America (from 1500-1900) had, at the end of the nine- 
teenth century, when she finally fell, developed no new 
seeds in the new soil. Spanish life in America was founded 
on the sand, — literally golden sand, but when floods of diffi- 
culties came, its slender base was washed away and Spain 
disappeared from America. Spain was in America for gold. 
No nation has ever grown great and remained strong upon 
material wealth alone. It must base its life on some im- 
mortal principle of humanity. Spain brought old ideas to the 
New World, the New World rejected them, and Spain fell. 

Note to Teacher. With a map of the world before them the 
teacher should step by step trace out with pupils, first the territorial 
expansion and material resources of Spain throughout North America, 
South America, the islands of the Caribbean Sea and around the Gulf 



OUTLINE OF THE SEVENTH-GRADE WORK 165 

of Mexico, then the gradual decay and final death of her power in 
America. Estimate the extent of Spain's American territory as com- 
pared with that of France and England in 1600, 1700, 1763, 1800, 1820, 
1835. Why did Spain's colonies separate from the mother country 
later than England's did ? Show the relation of the Monroe Doctrine 
to the separation of Spain's colonies from the home country. 



B. French Civilization in America 

1. Early steps in French civilization. Review with children 
the time at which the Portuguese and Spanish civilizations 
sprang up and became the most powerful nations of west- 
ern Europe, i.e. the Portuguese during the fifteenth and the 
first half of the sixteenth centuries, and the Spanish during 
the last half of the sixteenth and most of the seventeenth 
centuries. Then show pupils how both Prance and England 
arose, and as Rome and Carthage fought in ancient times 
over the Mediterranean Sea, so now France and England 
through the seventeenth and more than the first half of 
the eighteenth century struggled for the mastery of the 
Atlantic Ocean and the richest river course in the world — 
the St. Lawrence-Mississippi valley. 

Review with children the facts that the French people 
had been unable to develop self-government in France; 
that the French king abolished the legislative Assembly 
(the Estates-General) in 1614; that it met no more for a 
hundred and seventy-five years (1789) ; that this one hun- 
dred and seventy -five-year rule was the most despotic ever 
known in Europe. Lead pupils to say whether French 
people coming from France to America would therefore 
probably come with experience of working in legislatures, 
or with the purpose of setting up in America legislatures 
and other agencies for self-government, — such as right 
of trial by jury, right to tax themselves, writ of Habeas 
Corpus, small local assemblies. 



166 OUTLINE OF HISTORY 

Take up with pupils a study of the expansion of French 
colonial institutions as they developed from their first 
planting near the mouth of the St. Lawrence River, 1608, 
at Quebec, to the mouth of the Mississippi River, 1718, at 
New Orleans, and note their purpose and effort to join these 
extremities from mouth to mouth into one vast empire, 
stretching from the Appalachian to the Rocky Mountains. 

2. Geographical conditions. Lead pupils to imagine the 
French people coining from their homes in northwestern 
France, and establishing fishing posts on the banks of 
Newfoundland, on Cape Breton Island, and in the mouth 
of the St. Lawrence. Tell them of the abundance of fish 
that gathered here in the rocky ocean and river mouths ; 
help them in imagination to go on a fishing trip for whale, 
cod, and mackerel with these bold fishermen ; to dry their 
fish upon the banks and sell them in France. Now lead 
pupils to enter in imagination the mouth of the St. Law- 
rence and its tributaries, to spend both winter and summer 
with the fur hunters and fishermen as they roamed the 
woods, sailed the lakes, and paddled their birch canoes up 
and down the rivers. Help them to tan the skins and to 
find a market for them back in their home country. Com- 
pare the climate which these colonists experienced with the 
climate experienced in the Spanish colonies; note the effect 
of the climate, soil, rivers, forests, animals, upon the daily 
life of the people. 

3. Industry. Out of these geographical surroundings help 
pupils to see how the lives of the French people were 
molded, largely by the conditions, into a wandering, roister- 
ing, happy-go-lucky set of seamen, rivermen, and woods- 
men, rarely settling down for any length of time in any 
one place, but roaming and trading from year to year through 
the forests, often with only the animals and Indians for 
associates in the unbroken woods. Help the pupils to see 



OUTLINE OF THE SEVENTH-GRADE WORK 167 

that this life of fishing and hunting could only be carried 
on profitably by keeping the forests and streams full of 
animals, that, therefore, the French woodsmen, as they 
passed ever backwards and forwards through the two great 
valleys, thought little of agriculture but much of furs, and 
tried to keep the forests from being cut down. 

4. Government. Help pupils to see that under these con- 
ditions, wandering from place to place, many great centers 
of government, such as courthouses and statehouses, could 
not grow up, and that instead there were mainly military 
posts scattered at long distances through the woods, in 
which an officer, in the name of the despotic French king, 
held court. Thus lead pupils to see that the condition in 
the French colonies for close, compact, self-reliant local 
government, in which people in general took a part, was 
very unfavorable, and that the century and a half of 
French rule in America established the same idea that 
Louis XIV (1643-1715) had taught to the people of France, 
namely, that governments belong not to the people but to 
kings, and that kings rule the people by divine right and not 
by the peoples' right. 

5. Religion. Review for pupils the movement of the 
Reformation. Tell how long it had been from the opening 
of the Reformation down to the days of the first perma- 
nent settlement of the French in Quebec (1608), and how 
long from' 1608 down to the days of the conquest of the 
French in America (1763). Tell pupils of the faithful, 
conscientious, self-sacrificing work of the Jesuit mission- 
aries, who sought to elevate the lives of the Indians ; also 
explain that the French religious policy in America, like 
that at home, was to establish one form of religion instead 
of permitting and encouraging free discussion and free prac- 
tice of every form of religious life. Tell pupils something 
of the coming of the French Huguenots to America, who, 



168 OUTLINE OF HISTORY 

not being kindly received by their own kin in the St. Law- 
rence valley, on account of their religion, scattered along 
the Atlantic coast among the English and added excellent 
strength to the civilization of the Anglo-Saxon stream. 

6. Education. Would this forest life as now seen be 
favorable for the establishment of a system of free com- 
mon schools ? Would the Indians, for example, go to 
school? Would the Church wish public schools for the 
children ? Would the rangers of the woods generally 
have families ? Would there be many children ? Thus 
lead pupils to see that conditions were very unfavorable 
for a general school system, and that there were no schools 
except those controlled by the Church. Was the printing 
press and the production of books, Bibles, manuscripts, and 
literature, such as was seen in the days of the Kenaissance, 
active with the French people in America? 

7. Social life. As a summary of the social conditions of 
French life in America, help pupils to see that the same 
ranks and classes of people which ruled in France, — as 
dukes, counts, viscounts, earls, marquises, — were the domi- 
nating class in the meager social life of America; and that 
France was not in America to plant equality of opportunity 
or to establish the home, but that her leading motives here 
were to fish, hunt, and build a vast military empire, just as 
Spain's motives were to dig gold and rule as absolutely as 
ever was done by a Caesar. France had no great idea upon 
which to build her life and institutions, and was therefore 
easily jostled over and supplanted by the English colonists 
when they had spread from the Atlantic seacoast westward, 
far enough to cross the Alleghenies and claim the Ohio and 
the larger reaches of the Mississippi valley (1754-1763). 
Help pupils to see that both Spain and France were attempt- 
ing to plant in America the Roman principle of rule, that 
is, the absolute rule of one man, and were unable to plant in 



OUTLINE OF THE SEVENTH-GRADE WORK 169 

the new field the new idea of government — the inborn right 
of man to rule himself ; France and Spain therefore fell. 

C. English Civilization in America 

1. English background. Review with pupils the work 
done in the sixth grade on the growth of English institu- 
tions. Study the series of maps in MacCoun's Historical 
Charts, showing how England, from Middle- Age time down 
to the discovery of America, had had her face turned to 
continental Europe, and was struggling with men and 
money to build up a great empire, reaching from her own 
little island back to the continent and over France. Help 
pupils to see by maps how England gradually lost her con- 
tinental territories, and therefore that if she would keep up 
with the great race which the nations of western Europe 
were running for commercial power and extensive territorial 
possessions, she must turn her face away from this conti- 
nental dream out into the broad Atlantic. 

2. Westward expansion. Starting with John Cabot (1497) 
help pupils to see England reaching in every direction on 
the seas — to the north and around northern Europe for 
whale, to the northwest, hunting for fish and fur, to Hud- 
son's Bay, Davis's Strait, and Baffin's Bay, hunting for 
seal and walrus ; straight west from England, through the 
Atlantic, up the Hudson River and the wide bays and estu- 
aries of the Atlantic seacoast, seeking not only to find a 
passage to the old Oriental lands, but also to find new 
fields for commerce both by land and sea. 

3. Mastery of the sea. Follow with pupils through the 
sixteenth century the bold and fearless struggle which the 
English buccaneers waged over the entire Atlantic and 
Pacific, finally mastering her then greatest enemy, Spain, 
in the battle of the Armada (1588). Help them to see that 
this great event gave England such an opportunity as she 



170 OUTLINE OF HISTORY 

had never had before, to move into the harbors, bays, and 
river mouths of the Atlantic coast and to struggle with 
France and Spain for the mastery of the New World. 

4. Permanent English life. Then help pupils to plant the 
first permanent English life on the Atlantic coast (1607), 
and to go forth in imagination for the next hundred and 
fifty years, cutting down the woods, bridging the streams, 
building the roads, planting the fields, building mills, estab- 
lishing schools, erecting churches, and scattering various 
forms of local government, such as townships, counties, 
and parishes, from Maine to Georgia, in which the people, 
with an industry like that of the bee, ever worked out and 
applied, day by day, the principle that every man has a 
right to, and must if he would be free, take part in ruling 
himself. Help pupils to see that thus, through a hundred 
and fifty years (1608-1763), the English colonies expanded 
from the Atlantic seacoast to the crest of the Appalachian 
Mountains, and began to creep westward through the val- 
leys of the Ohio, the Tennessee, and the Cumberland, where 
they came into contact with the French stream. 

5. Physical environment. Help pupils to see the rivers, 
mountains, valleys, plains, soil, rocks, plants, animals, 
temperature, rainfall, and natural products from the mouth 
of the St. Lawrence to Georgia. Work out with them the 
width of the plain extending through the entire length of 
the Atlantic seacoast and back to the roots of the Appala- 
chian Mountains ; have them see the numerous waterfalls 
with their possible use for manufactures, the fish in the 
seas, the animals of the forests, as the turkey, the deer, 
the beaver, the mink, the muskrat. Help them to work out 
how these various physical features would influence the 
lives of the people by giving them food, clothing, homes, 
and determining the kinds of occupations which they could 
profitably follow, as boat building, fishing, engaging in 



OUTLINE OF THE SEVENTH-GRADE WORK 171 

agriculture, or manufacturing in their homes the products 
brought from the waters, woods, fields, and mines. 

6. Industries. Help pupils to determine what products 
could be produced on different parts of the < Atlantic coast 
plain, such as tobacco, rice, and indigo in the South; wheat, 
flour, corn, hay, and salt in the center; boats, fish, anchors, 
sperm oil, wool, and leather in the North. Where could 
these products be sold ? Would England encourage the 
colonists to grow and manufacture every kind of product, 
even if her own farmers and manufacturers were produc- 
ing the same in England ? Discuss with pupils England's 
commercial policy toward her colonies and help them to 
see that it was like the policy of Erance and Spain, that is, 
that the colonies existed for the home country, and that 
they ought not to grow anything or make anything which 
the merchants and farmers in England could produce and 
sell to America ; that therefore the English Parliament in 
the last half of the seventeenth century, and through the 
colonial days of the eighteenth century tried, as both Spain 
and Erance did, to discourage such American industries as 
would interfere with the English home commerce and manu- 
factures. Help pupils, however, to see that with three thou- 
sand miles of Atlantic Ocean between the home country and 
the ever-growing and expanding colonists, and with hun- 
dreds of ships and thousands of hand looms owned by the 
colonists through the last of the seventeenth and most of 
the eighteenth century, it would not be easy for England to 
watch the industrial life of America closely enough to keep 
the people from disobeying the laws passed by Parliament. 

7. Government. Help pupils to review briefly the growth 
of England from the earliest times down to the time of 
the Bill of Eights (1689), as seen in the sixth-grade work ; 
then help them to come to America and work out during 
the first one hundred and fifty years of life on the Atlantic 



172 OUTLINE OF HISTORY 

seacoast the institutions and instruments for governing 
themselves which they set up here ; help them to see that 
the English colonists slowly, but persistently and with 
ever-increasing determination, set up exactly the same in- 
struments of free government which the Teuton struggled 
for in the German and English woods, that is, a parliament 
or discussing place, a jury, a right of speedy and just trial 
when accused of wrong, a right to levy taxes on themselves 
and say what they should be spent for, a right to fix and 
pay the governor's salary instead of permitting the king 
to arbitrarily pay it. Thus help pupils to see that inde- 
pendent government started in the German forests, spread 
to England, came across the Atlantic in the Mayflower 
compact, planted itself more surely in the constitution of 
Connecticut (the first written constitution in America), 
still more deeply rooted itself in township, county, and 
colonial government throughout the colonies, and finally 
gave expression to itself in the imperishable documents, — 
the Declaration of Independence, the Ordinance of 1787, 
and the Constitution of the United States. As a type of 
local government study in detail with pupils the govern- 
ment of a township in New England, working out the every- 
day life of the people, such as the building of roads, taking 
care of the unfortunate and poor, providing for keeping up 
stray stock, for education, and for taxation. 

Work out the government of a county in one of the 
southern colonies ; compare it with that of township gov- 
ernment in the North. Would the people live as close 
together in the South as they did in the North ? Would a 
common feeling of equality grow up between the lower 
and the upper classes in the South, where mingling was 
not as common among all as in the North, where the tend- 
ency was more for each one to stand on a common level 
with all the others? Study with pupils a typical example 



OUTLINE OF THE SEVENTH-GRADE WORK 173 

of the union of these two kinds of local government — the 
township government and the county government — as it 
grew up in the central colonies, New York and Pennsyl- 
vania, for example, and compare this type of local govern- 
ment with the two types already considered. Help pupils 
to see that when these three types of local government — 
the township, the county, and the township-county gov- 
ernment — are deeply rooted on the Atlantic coast they 
will nourish themselves in the lives of the people, and 
will grow ever westward to the foot of the Appalachian 
Mountains, cross these barriers, and finally expand through 
the Mississippi valley and over the Kocky Mountains to the 
Pacific Ocean. Compare the influence of local government 
as seen among the English colonists with the influence of no 
local government as seen among the French and Spanish. 

8. Religion. Keview with pupils the work of the Eefor- 
mation and the work of the unified Christian Church in the 
centuries just preceding the Reformation. Help them to 
see the great good that the unbroken Christian Church had 
rendered to the world ; help them to see how religious life, 
just as political, industrial, and educational life, must grow 
in order to live. Then review with pupils the opening of 
the Reformation spirit in the countries of western and 
especially of northern Europe ; help them to see how dif- 
ferent nations, as England, different German states, Hol- 
land, and others, had different opinions about religion and 
religious worship, and that not only nations, but also differ- 
ent individuals, came to have independent religious ideas. 

Discuss with pupils the springing up and spreading of 
some of the most important of these religious opinions, as 
the Presbyterian in Scotland, the Episcopalian and Quaker 
in England, the Huguenot in France, the Lutheran and 
Moravian in Germany, and so on. Help pupils to see that 
since the roots of religion were planted very deep already 



174 OUTLINE OF HISTORY 

throughout all Europe, it was but natural, when these great 
religious differences sprang up, that those greatly stirred 
with religious thought, and with strong desire to plant 
this thought somewhere in the world, should come to the 
extensive fields of America, where the very breadth of the 
territory offered every man a chance — if he did not like 
the religion in the community where he lived — to go into 
some unsettled portion and plant there whatever religion 
he liked. 

Help pupils to see the coming over from England of the 
Puritans; what they came for, what ideas they wanted to 
work out, whether they were broad-minded enough at first 
to give other people a free chance to work out their reli- 
gious ideas likewise, or, like other earnest Christians, — 
both Catholics and Protestants, — had to have experience 
and time for thought before they could practice what they 
preached and do by others as they would wish to be done 
by. See, likewise, the springing up of the Baptist religion 
in Rhode Island through Roger Williams ; discuss sympa- 
thetically what his religion was, wherein it was like others 
and wherein different ; notice the greatness of his teaching 
that religion is a thing in each man's soul and therefore 
ought not to be controlled by any power outside of himself. 

Study the life and character of George Fox, the founder 
of the Quaker religion, and of William Penn, who spread 
the ideas and purposes of Quakerism throughout Penn- 
sylvania. Study the life of Lord Baltimore, the broad- 
minded Catholic, who established in Maryland a Catholic 
colony, but gave the most liberal opportunities in this 
colony for each one to worship as he thought best. Study 
the thought and organization of the Episcopal as the most 
prominent religious sect which grew up in Virginia, the two 
Carolinas, and Georgia, throughout the colonial period, and 
greatly influenced the religious thought of the South. 



OUTLINE OF THE SEVENTH-GRADE WORK 175 

Having seen all of these various religions spring up in 
Europe and cross to the Atlantic seacoast, let children 
picture their growth westward as a score of religious 
streams expand through the seventeenth and the first 
three quarters of the eighteenth century. Help pupils to 
see that it would be relatively easy for many different 
religions to develop in America, and for each person to 
have a much more liberal chance to follow his own con- 
science in religious life and thought, than it had ever 
been possible for him to have in Europe or at any time 
in the history of the world. 

9. Education. Beview with pupils the time of the inven- 
tion of the printing press, and say how long it had been 
invented when the first permanent English life was settled 
on the Atlantic seashore ; review, likewise, the work of the 
Eenaissance, the bringing about a stronger and more inde- 
pendent spirit of research to the scholars of Europe through 
the fourteenth and fifteenth centuries than had existed 
before. Help pupils to think whether this intense desire 
for knowledge born in the Eenaissance and this passionate 
earnestness to establish and spread new religious thought 
would need and find an instrument to help these scholars 
to accomplish this work. Thus lead pupils to understand 
that when the Puritan, the Quaker, the Baptist, and others 
came to America, their desire that their children should 
have the same religious opinion that they had, led them to 
establish up and down the Atlantic slope, through the seven- 
teenth and eighteenth centuries, some kind of schools, — in 
the North, generally, public schools, because the people 
were gathered close together in their township organiza- 
tions; in the center, some public and some private schools; 
and in the South, almost entirely private schools. Help 
pupils to see that the public school, although narrow at 
first and joined to the Church, gradually expanded into 



176 OUTLINE OF HISTORY 

one of the most vital institutions which sprang up among 
the self-reliant English colonists. 

Help pupils to see the reason why these different types 
of schools — public and private — sprang up, and to say 
which, upon the whole, is best for the whole mass of the 
people, and why. Help them to see how the elementary 
schools gave a taste for still higher and more liberal edu- 
cation, and that therefore colleges and universities gradu- 
ally sprang up in the seventeenth and eighteenth centuries, 
which tended to bring light, independence, and the spirit of 
the Renaissance westward into the American woods, and 
to spread out a broader and freer educational life than had 
been possible when the state was entirely under the control 
of the Church in developing education. Have pupils locate 
Harvard, Yale, Brown, Columbia, Princeton, and William 
and Mary's, and have them tell how these would help in 
developing the free institutional life in America. 

10. Social life. Review with pupils the ranks of nobility 
seen in the countries of Europe, as studied in the fifth and 
sixth grades ; have pupils name titles of nobility, as counts, 
dukes, earls, etc. Discuss why these numerous ranks grow 
up in the governments of men; review the fact that both 
the Spanish and the French life in America was largely 
based upon different ranks and classes of society ; help 
pupils to point out the chief efforts which were made by the 
English colonies to set up distinctive ranks of nobility in 
America and help them to see why these efforts failed in 
the case of the Grand Model with its short life in South 
Carolina and in that of the patroon government set up by 
the Dutch in New York. Help pupils to see the difference 
in tendency between social life in a French fishing or hunt- 
ing camp and that on a New England farm ; help them to 
follow the stream of English colonial life westward, from 
the Atlantic Coast to the Appalachian Mountains, each 



OUTLINE OF THE SEVENTH-GRADE WORK 177 

individual getting slowly but surely a better chance to 
make the most and best out of his life. With these two 
streams of national life — the French and the English — 
now more than a thousand years rooted back in European 
history, and one of them (the French) ever exalting the 
king and nobility, the other (the English) slowly lifting the 
level of the common man, help pupils to see what was really 
at stake when the two streams of civilization — Roman and 
Teuton — met on the western slopes of the Allegheny Moun- 
tains and contended for the Mississippi valley ; help them 
to realize that this was the first great crisis in American 
history and a chief event in the history of the world. 

As a summary help students to see that France and her 
colonies developed in America the Roman principle ; Eng- 
land, the Teutonic. France meant government by an abso- 
lute king; England, government by the people. France 
meant schools controlled by the Church; England meant 
free schools. France meant one religion for all ; England, 
free discussion and free worship for every religious faith. 
France meant no printing press or a press under censors ; 
England meant a free press. France meant feudal labor ; 
England, prevailingly free labor. France meant social 
customs much on a level with the Indians of the forest; 
England, an ever-increasing purity of social life. Thus 
help pupils to see that the highest motive of the human 
race — freedom — met and struggled with its enemy — 
despotism — in 1763 at Quebec, and like despotism and 
freedom in mighty battle at Marathon between Greek 
and barbarian, so at Quebec between French and English, 
despotism and freedom struggled for the possession of a 
vast continent, and freedom won. 

Note. In speaking of the civilization of different peoples as above, 
it is meant to indicate merely the ruling tendency, not what would be 
found completely worked out in every individual case. 



178 OUTLINE OF HISTORY 

II. THE STRUGGLE AND FINAL TRIUMPH OF THE 
AMERICAN COLONIES TO ESTABLISH THE TEU- 
TONIC PRINCIPLE, THE RIGHT OF LOCAL 
SELF-GOVERNMENT, 1763-1783 

1. Steps toward freedom. Review the agencies already 
studied in the development of the English colonies, from 
their first settlement down to 1750, which taught them 
self-reliance and love of self-government. Review the fierce 
climate, rocky soil, stormy fishing trips, and commercial 
adventures on the ocean ; the township and county life ; the 
common schools ; the struggles against royal governors 
and against arbitrary taxation ; the struggle with Indians ; 
the relations with the Dutch and French ; the electing of 
local legislatures and serving in them; the establishing 
of court systems, and applying the principles of jury trial 
and the writ of Habeas Corpus in them ; the electing often- 
times of their own governors, and always claiming the 
right to determine their salaries ; and the carrying on of 
the industrial pursuits of agriculture, commerce, and manu- 
facture largely by free labor. 

2. Divine Right. Lead pupils to see that George III and 
his friends (but not therefore the majority of the English 
common people), notwithstanding all the liberty which the 
English people had worked out, undertook (1763-1783) in 
the case of the American colonies to apply the principle of 
one-man power (the Roman) ; that the Americans thereupon 
immediately seized the instruments and principles which 
the Teutonic race had been developing for fifteen hundred 
years, — namely, the township government, the county 
government, the colonial legislature, jury trial, writ of 
Habeas Corpus, free discussions, right of petition, right to 
tax one's self, right to go to war, right to control the army 
by annual appropriation for its support, right to overturn 
an arbitrary ruler just as had been done with arbitrary 



OUTLINE OF THE SEVENTH-GRADE WORK 179 

chiefs in the early German woods, — and with these prin- 
ciples and instruments, and in the name of the whole 
course of Teutonic liberty, met and forever overcame, so 
far as the Anglo-Saxon race was concerned, the old prin- 
ciple of one-man rule embodied in George III, and in the 
commercial classes in England, which just at that time 
had forgotten Magna Charta and the Bill of Rights in their 
struggle for wealth. In this the pupil may be led to see 
that Washington, Adams, Jefferson, Burke, Pitt, Henry, 
Franklin, and others of that day fought by tongue, pen, 
and sword, not alone for America but also for England, and 
not alone for both England and America but for the whole 
Teutonic race, and for its living principle, the right of local 
self-government and the worth of man as man, — a prin- 
ciple born and nourished in the German woods in their 
little local assemblies before the birth of either England 
or America. Study here the Declaration of Independence, 
and see that it is an argument for the right of the people 
to set up or overturn any government that does not grow 
out of the people and loyally serve them. Help children 
to select important principles of liberty which the Declara- 
tion of Independence says the king had violated, and help 
them to give examples of when and where these violations 
occurred. Talk over with pupils the Declaration and help 
them change the forms of expression into simple expres- 
sions of their own. Help pupils to work out the Declara- 
tion as an argument for the equality of man, and have 
them memorize the first two and the last three paragraphs. 
3. The Revolution. Take up with pupils the study of the 
Revolutionary War and help them to see the chief military 
events, but especially have them see how the seven years 
of fighting, thinking, and suffering together would tend to 
break down, to some degree, the local colonial feeling of 
the people and give them one national spirit and purpose. 



180 OUTLINE OF HISTORY 

Help the pupil to devise means for raising money, men, 
and food for carrying on the war. How could the local gov- 
ernment help in this work ? How could the central govern- 
ment help in it ? Show pupils how the war would tend to 
nourish the feeling of central government and the feeling 
of patriotism ; have them, as examples of military expe- 
riences to imagine a winter spent at Valley Forge, and an 
expedition against Burgoyne, and finally have them sum 
up all those agencies which tended to bind the people into 
one central life and government. Study the treaty of 1783, 
closing the war, as an example of how treaties were made, 
who made them, and what was their purpose. 

III. THE BALANCING IN A WRITTEN CONSTITUTION OF 
THE TWO PRINCIPLES OF GOVERNMENT, LOCAL 
(THAT GIVEN BY THE TEUTON) AND CEN- 
TRAL (THAT GIVEN BY THE 
ROMAN), 1783-1789 

This includes the movement from 1783 to the adoption 
of the Constitution in 1788, and the inauguration of the 
government under it in 1789. 

1. Written Constitution. Beview with pupils the efforts 
made by England in Magna Charta (1215) down to the Bill 
of Bights (1689) to express the principles of her constitu- 
tion in written form: namely, first, Magna Charta; second, 
the Betition of Bight; and third, the Bill of Bights. Help 
them to see the advantage which a people secure in their 
struggles with arbitrary power if they can write down in 
plain terms the fundamental principles which guide and 
control the life of the government. Beview with pupils 
the fact that England did not at one particular time, and 
never has to the present, as America has, written out her 
constitution and had it solemnly agreed to by all of her 
people, but that the great English documents named above 



OUTLINE OF THE SEVENTH-GRADE WORK 181 

mark the mountain peaks of her political struggles as Par- 
liament has slowly but persistently worked them out and 
expressed them in her laws. Help pupils to see that there- 
fore, when the English came to America, it was but natural 
that they should take up and develop, both in their colonial 
and in their central government, the already half-learned 
lesson of writing out in black and white the principles 
upon which their political, religious, educational, industrial, 
and social organization was to be developed. Help pupils 
to see some of the important efforts made in America to 
develop constitutions. For instance, Connecticut wrote out 
her constitution before she was a dozen years old ; each of 
the thirteen American colonies worked out constitutions for 
themselves in the course of the seventeenth and the first 
three quarters of the eighteenth centuries. Show pupils 
how groups of colonies, working in union, planned out or 
suggested constitutions for local groups : for example, the 
New England colonies, through most of the seventeenth 
century, learned some valuable lessons in their experiences 
in working together in the New England confederacy ; 
Franklin's plan of union, suggested in the middle of the 
eighteenth century, kept the thought still alive and grow- 
ing; the Stamp Act Congress of 1765 stimulated further 
thought concerning union and written constitutions, and 
finally the Articles of Confederation and the Constitution 
of the United States were the last steps in helping the 
Americans to express in a single written document the 
fundamental principles of their constitution. 

2. State power. Work out with pupils the extent to which 
the states managed their own affairs during the years im- 
mediately following the close of the Revolutionary War ; for 
example, raised their own armies, imposed tariffs and taxes, 
coined money, regulated commerce, kept ships of war, etc. 
(See provision in Articles of Confederation.) 



182 OUTLINE OF HISTORY 

3. National power. Work out the power of the general 
government during this time to raise an army, to levy and 
collect taxes, to regulate commerce with foreign nations 
and among the states, to obtain bullion out of which to 
coin money, to make treaties, to judge when laws were 
broken and to enforce them. Compare and contrast the 
state of affairs seen under the Articles of Confederation 
with what was seen in the fifth grade under feudalism, and 
in the third and fourth grades in Greece and Eome. Why 
not have many kinds of money and many different measures 
and weights in a country ? Why not have the general gov- 
ernment apply to the states for money for its expenses ? 
Did the general government during the Articles of Confed- 
eration have permanent courts ? Did it have a president ? 

4. Teutonic idea. Study the Articles of Confederation in 
the light of the above and observe that these articles are the 
expression of the extreme idea of local self-government as 
applied to the states. Have pupils point out (1) those pro- 
visions in the Articles of Confederation which would tend 
to strengthen the power of the central government, and 
(2) those which would strengthen the local government. 
Have pupils see that since the Americans had just been 
carrying on a war with England (the central government) 
it was natural that the local governments should be very 
fearful of setting up a strong center to rule over them. 

5. Teutonic-Roman idea. Study the Ordinance of 1787 and 
see that it provides for a central government, and also for 
the growth of local governments, — states, counties, town- 
ships, — but that these local governments shall become an 
organic part of the central government, sending represen- 
tatives to Congress, helping to choose the President, and 
the like.. How does this arrangement of origin and growth 
of new states differ from the arrangement worked out in 
Greece, Eome, and England ? 



OUTLINE OF THE SEVENTH-GRADE WORK 183 

Show the relation of the Ordinance to free schools, Art. 3, 
free labor, Art. 6, free government, Art. 2, free religion, 
Art. 1, and trial by jury and writ of Habeas Corpus, Art. 2. 
Study the Ordinance, and especially the parts providing for 
the equal division of estates between children, for the crea- 
tion of new states and their admission to the Union, for 
establishing free schools, and for prohibiting slavery. Lead 
pupils to express simply and then to memorize the clause 
prohibiting slavery and that providing for free schools. 

6. The Constitution. Study the Constitutional Convention 
of 1787, time and place of meeting, number of delegates, 
interest of the different sections, different industries repre- 
sented, different ideas represented by such men as Hamilton 
and Madison ; make clear the conflicting ideas of local and 
central power, each of which was struggling for mastery. 
Show how this conflict expressed itself in the formation 
of a United States Senate providing for the representation 
of each state equally, and a house of representatives repre- 
senting each state according to population. 

Follow the Constitution from the convention to its adop- 
tion in the states by state conventions. What significance 
has been given to the fact that the Constitution was 
adopted by conventions in the states and not by state legis- 
latures ? Tell pupils something of the struggles which 
took place in some of the state conventions for the adoption 
of the Constitution. Study carefully the adoption of the 
Constitution in a northern, a central, a southern, and in a 
large and a small state, as fairly illustrating the problems 
which would arise in getting the Constitution adopted. 

Study the text of the Constitution itself as to the power 
given by it to the general government to lay and collect 
taxes, to make treaties, to raise troops, form a navy, to 
grant patents, to judge, to execute and carry out laws, to 
coin money, to prevent the states from doing so, to have 



184 OUTLINE OF HISTORY 

the same weights and measures throughout the country, etc. 
Contrast these powers of the central government under the 
Constitution with the powers claimed by the states under 
the Articles of Confederation. 

When the pupil has completed the work of the seventh 
grade and looks back over the growth of the two funda- 
mental principles (local government, the Teutonic principle 
which he began to study in the fifth grade, and central 
government, the Roman principle which he studied in the 
fourth grade), he should be able to see to a degree that the 
Constitution of the United States seeks to secure a harmo- 
nious balance between these two great principles — local 
government and central government. This duplex form of 
government, in which the parent exists for the child and 
the child exists for the parent, is America's contribution 
to the entire stream of human history ; it is the life prin- 
ciple of the great Ordinance of 1787; it is the fundamental 
principle of the Constitution of the United States. As the 
student studies the growth of American nationality through 
the eighth grade, he will be able to see gradually that the 
nation grew, not by allowing the sway of one of these prin- 
ciples to the exclusion of the other, but by a continual 
growth and adjustment of the one to the other as the nation 
spread towards the West. The student will see also that, 
though Washington, Adams, Franklin, Jefferson, Hamilton, 
Jay, and others argued for and carried on the Revolutionary 
War against England (the central authority), upon the Teu- 
tonic principle of the right of local self-government and in- 
dividual liberty, yet in the writing of the Constitution in 
1787, and in the struggle for its adoption, they were broad- 
minded enough to see the imperishable worth of the Roman 
idea of a strong center. 

Thus may the pupil be led to see, to a fair degree, that 
in a broad view Washington and his co-laborers were 



OUTLINE OF THE SEVENTH-GRADE WORK 185 

struggling for more than the rights of the thirteen revolt- 
ing colonies, or even for more than the entire Teutonic race 
had struggled for — individual liberty — these Revolution- 
ary patriots did indeed embody the great principles already 
developed by the Teutonic world, but they added to this 
the equally imperishable principles of the Roman world — 
the love of law and order embodied in a strong central gov- 
ernment. Study the biographies of Washington, Franklin, 
and Hamilton, as advocates of the idea of strong, central 
government in the United States, and of Samuel Adams 
and Thomas Jefferson as advocates of local government in 
the United States. 

REFERENCES FOR THE SEVENTH GRADE 

See General Note on Reference Books preceding first-grade references. 
General History of the United States 

Channing, Edward. * Student's History of the United States. 
New York, The Macmillan Company, 1904. $ 1.40. 

Elson, H. W. Side-Lights on American History (juv.). New 
York, The Macmillan Company, 1902. Standard School 
Library Edition. 50 cents. 

Fiske, John. Civil Government in the United States. Boston, 
Houghton, Mifflin & Co., 1890. $1.00. 
Especially helpful on local institutions. 

Frothingham, R. Rise of the Republic. Boston, Little, Brown 
& Co., 1886. $3.50. 

Hart, A. B. (ed.). The American Nation. New York, Harper 
& Bros., 1904-1907. 27 vols. $2.00 per vol. 

Of this series, the following will be found especially valu- 
able to the seventh-grade teacher : *Farrand's Basis of Ameri- 
can History; *Cheyney's European Background of American 
History ; Bourne's Spain in America ; Tyler's England in 
America ; Andrew's Colonial Self-Government ; Thwaites's 
France in America ; Van Tyne's American Revolution. 



186 OUTLINE OF HISTORY 

Hart, A. B. * Formation of the Union: 1750-1829. (Epochs of 

American History.) New York, Longmans, Green & Co., 

1897. *1.25. 
Kemp, E. W. * History for Graded and District Schools. Boston, 

Ginn & Company, 1902. $1.00. 
McMaster, J. B. School History of the United States. New 

York, American Book Company, 1897. $1.00. 
Stepping Stones of American History, by fourteen writers (juv.). 

Boston, W. A. Wilde Co., 1904. $2.25. 
Wilson, Woodrow. History of the American People. New 

York, Harper & Bros., 1903. 5 vols. $17.50. 

One of the most readable, well-balanced histories of the 

United States — excellent for the use of both teacher and 

pupils. 

Industrial History 

Bogart, E. L. * Economic History of the United States. New 

York, Longmans, Green & Co., 1907. $1.75. 
Coman, Katherine. The Industrial History of the United 

States. New York, The Macmillan Company, 1905. $1.25. 
Salmon, Lucy. Domestic Service. New York, The Macmillan 

Company, 1897. $2.00. 
Wright, C. D. *The Industrial Evolution of the United States. 

New York, Charles Scribner's Sons, 1895. $1.25. 

Historical Sources 

Hart, A. B. (ed.). Source Book of American History (1492- 
1895). New York, The Macmillan Company, 1899. 60 cents. 
" The Source Book is meant to supplement, not to sup- 
plant, the text-book." (Introd.). Contains a variety of ma- 
terial, which the pupils themselves can use. 

Hart, A. B. (ed.). Source Readers in American History. New 
York, The Macmillan Company, 1902-1903. 4 vols. Yol. I, 
40 cents ; Vol. II, 50 cents ; Vols. Ill, IV, 60 cents each. 

" In the conviction that the freshest and most direct writ- 
ings are those which most appeal to children of every age, 
these volumes have been prepared." (Preface.) 



OUTLINE OF THE SEVENTH-GRADE WORK 187 

Macdonald, William (ed.). Select Charters, and other docu- 
ments illustrative of American History, 1606-1775. New 
York, The Macmillan Company, 1906. 02.00. 

Old South Leaflets. Boston, Directors of the Old South Work, 
1902-1907. 7 vols. $1.50 per vol. 

Each leaflet is devoted to some historic document or 
writing, followed by a brief comment. 5 cents each ; $3.00 
per 100, 

Preston, H. W. (ed.). * Documents illustrative of American 
History (1606-1863). New York, G. P. Putnam's Sons, 
1886. $1.50. 

Colonial charters, declarations, ordinances, resolutions, etc. 

Historical Geography 

Hart, A. B. Epoch maps. New York, Longmans, Green & Co., 

1892. 50 cents. 
MacCoun, Townsend. Historical Geography of the United 

States. New York, Silver, Burdett & Co., 1889. 90 cents. 
Semple, E. C. * American History and its Geographic Condi- 
tions. Boston, Houghton, Mifflin & Co., 1903. $3.00. 
Shaler, N. S. Nature and Man in America. New York, Charles 

Scribner's Sons, 1895. $1.50. 
Shaler, N. S. Story of Our Continent (juv.). Boston, Ginn & 

Company, 1891. 75 cents. 

Deals with the physical conditions of our history and is 

somewhat simpler than the author's " Nature and Man in 

America." 

Discovery — Conquest — Indians 

Baldwin, James. Discovery of the Old Northwest (juv.). New 
York, American Book Company, 1901. 60 cents. 

Brooks, E. S. Story of the American Indian : his origin, devel- 
opment, decline, and destiny (juv.). Boston, Lothrop Publish- 
ing Company, 1887. $1.50. 

A sympathetic and interesting account, well illustrated. 



188 OUTLINE OF HISTORY 

Fiske, John. * Discovery of America, with some account of 
ancient America and the Spanish Conquest. Boston, Hough- 
ton, Mifflin & Co., 1892. 2 vols. $4.00. 

Hinsdale, B. A. Old Northwest. New York, Silver, Burdett 
& Co., 1891. $1.75. 

Parkman, Francis. * The Jesuits in North America (1634- 
1670). Boston, Little, Brown & Co., 1896. $2.00. 

Colonial History 

Campbell, Douglas. Puritan in England, Holland, and America. 

New York, Harper & Bros., 1892. 2 vols. $5.00. 
Coffin, C. C. Old Times in the Colonies (juv.). New York, 

Harper & Bros., 1880. $2.00. 
Earle, Alice M. Customs and Fashions in Old New England. 

New York, Charles Scribner's Sons, 1893. $1.25. 
Eggleston, Edward. * Beginners of a Nation. New York, 

D. Appleton & Co., 1896. $1.50. 
Fisher, George P. Colonial Era. (American History Series.) 

New York, Charles Scribner's Sons, 1897.. $1.25. 
Fiske, John. The Beginnings of New England. Boston, Hough- 
ton, Mifflin & Co., 1889. $2.00. 
Fiske, John. The Dutch and Quaker Colonies in America. 

Boston, Houghton, Mifflin & Co., 1899. 2 vols. $4.00. 
Fiske, John. Old Virginia and Her Neighbors. Boston, 

Houghton, Mifflin & Co., 1897. 2 vols. $4.00. 
Griffis, W. E. * Brave Little Holland (juv.). Boston, 

Houghton. Mifflin & Co., 1894. 75 cents. 
Griffis, W. E. Romance of American Colonization (juv.). 

Boston, W. A. Wilde Company, 1898. $1.50. 
Lodge, H. C. English Colonies in America. New York, Harper 

& Bros., 1881. $3.00. 
Parkman, Francis. Montcalm and Wolfe (1745-1763). Boston, 

Little, Brown & Co., 1897. 2 vols. $4.00. 
Parkman, Francis. * Old Regime in Canada (1497-1763). 

Boston, Little, Brown & Co., 1899. $2.00. 



OUTLINE OF THE SEVENTH-GRADE WORK 189 

Scudder, H. E. *Men and Manners a Hundred Years Ago. 
New York, Charles Scribner's Sons, 1887. $1.25. 
The social life of the time is admirably portrayed. 
Thwaites, R. G. *The Colonies (1492-1750). (Epochs of 
American History.) New York, Longmans, Green & Co., 
1897. $1.25. 

Revolution 

Coffin, C. C. Boys of '76 (juv.). New York, Harper & Bros., 
1876. $2.00. 

Fiske, John. * American Revolution. Boston, Houghton, 
Mifflin & Co., 1891. 2 vols. $4.00. 

The author's " War of Independence " is practically an 
abridgment for children's use. (75 cents.) 

Fiske, John. *Critical Period of American History (1783-1789). 
Boston, Houghton, Mifflin & Co., 1889. $2.00. 

Lecky, W. E. H. * American Revolution (1763-1783.) : from the 
author's " History of England in the Eighteenth Century " ; 
ed. by J. A. Woodburn. New York, D. Appleton & Co., 1898. 
$1.25. 

Sloane, W. M. French War and the Revolution. (American His- 
tory Series.) New York, Charles Scribner's Sons, 1898. $1.25. 

Trevelyan, G. O. American Revolution. New York, Long- 
mans, Green & Co., 1899-1903. 3 vols. $6.00. 

Biography 

Brooks, Geraldine. Dames and Daughters of Colonial Days. 
New York, T. Y. Crowell & Co., 1900. $1.50. 

Franklin, Benjamin. * Autobiography. (Abridged.) Boston, 
Houghton, Mifflin & Co., 1896. 40 cents. 

Irving, Washington. Washington and His Country (juv.). 
Boston, Ginn & Company, 1896. 90 cents. 

Lodge, H. C, and Roosevelt, T. Hero Tales from American His- 
tory (juv.). New York, The Century Company, 1895. $1.50. 
From eajly times through the Civil War. 

Morris, Charles. Heroes of Discovery in America (juv.). 
Philadelphia, J. B. Lippincott Company, 1906. $1.25. 



190 OUTLINE OF HISTORY 

Morse, J. T. (ed.). * American Statesmen Series. Boston, 

Houghton, Mifflin & Co. $1.25 per vol. 

The following relate particularly to the period covered by 

the seventh grade : Morse's Franklin ; Hosmer's Samuel 

Adams; Tyler's Patrick Henry; Lodge's Washington 

(2 vols.). 
Scudder, H. E. * Life of Washington (juv.). (Riverside 

School Library.) Boston, Houghton, Mifflin & Co., 1896. 

60 cents. 
Seelye, Elizabeth E. * Story of Columbus (juv.). New York, 

D. Appleton & Co., 1892. $1.75. 

Fiction and Poetry 

Butterworth, Hezekiah. Patriot Schoolmaster (juv.). New 
York, D. Appleton & Co., 1894. $1.50. 

Story of Boston (1770-1776), with Samuel Adams as the 
hero. 
Butterworth, Hezekiah. * Pilot of the Mayflower (juv.). 

New York, D. Appleton & Co., 1903. $1.50. 
Bynner, E. L. Begum's Daughter (juv.). Boston, Houghton, 
Mifflin & Co., 1890. $1.25. 

Story of New York under the English and Dutch (1689). 
Coffin, C. C. Daughters of the Revolution, 1769-1776 (juv.). 

Boston, Houghton, Mifflin & Co., 1895. $1.50. 
Cooper, J. F. * Leather Stocking Tales : Deerslayer ; Mohicans ; 
Pathfinder ; Pioneers ; Prairie. Boston, Houghton, Mifflin 
& Co., 1876. 5 vols. $1.00 each. 
Cooper, J. F. Mercedes of Castile. Boston, Houghton, Mifflin 
& Co., n.d. Household illustrated edition. $1.00. 
Period of Discovery (1492). 
Cooper, J. F. The Spy. Boston, Houghton, Mifflin & Co., 1873. 
Household illustrated edition. $1.00. 

Washington's spy-period of the Revolution. 
Dix, Beulah Marie. Soldier Rigdale (juv.). New York, The 
Macmillan Company, 1905. $1.50. 

A story of the early days of the Plymouth colony. 



OUTLINE OF THE SEVENTH-GRADE WORK 191 

Hawthorne, Nathaniel. * Grandfather's Chair (juv.). Boston, 

Houghton, Mifflin & Co., 1884. Paper edition. 15 cents. 
Henty, G. A. With Wolfe in Canada (juv.). (Ideal Series.) 

New York, A. L. Burt Company, 1887. 75 cents. 
Johnston, Mary. To Have and to Hold. Boston, Houghton, 

Mifflin & Co., 1900. $1.50. 

Plot laid in Virginia (1621-1622). 
Longfellow, H. W. Courtship of Miles Standish. Boston, 

Houghton, Mifflin & Co., 1896. 40 cents. 
Longfellow, H. W. Hiawatha. Boston, Houghton, Mifflin & 

Co., 1901. 40 cents. 
Lowell, J. R. Under the Old Elm, and other poems. Boston, 

Houghton, Mifflin & Co., 1885. Paper edition. 15 cents. 
Munroe, Kirk. At War with Pontiac (juv.). New York, Charles 

Scribner's Sons, 1895. $1.25. 

Concerning the siege of Detroit (1763). 
Munroe, Kirk. Flamingo Feather (juv.). New York, Harper & 

Bros., 1897. 60 cents. 

Story of the Huguenots and Spaniards in Florida. 
Parker, Gilbert. Seats of the Mighty. New York, D. Apple- 
ton & Co., 1896. $1.50. 
Story of the fall of Quebec. 
Stratemeyer, Edward. Minute Boys of Bunker Hill (juv.). 

Boston, Estes & Co., 1899. $1.25. 
Thackeray, W. M. The Virginians. New York, The Macmillan 

Company, 1899. $1.00. 

Braddock's campaign and the Revolution (1755-1783). 
Thompson, Maurice. Alice of Old Vincennes. Indianapolis, 

Bobbs-Merrill Company, 1900. $1.50. 
Tomlinson, E. T. Two Young Patriots (juv.). Boston, W. A. 

Wilde Company, 1898. $1.50. 

Story of Burgoyne's invasion (1777). 



OUTLINE OF THE EIGHTH-GRADE WORK 

The aim of the eighth-grade work is to present in broad 
outline the development of the American nation in three 
periods : 

I. The founding, both on sea and land, of American 
nationality, 1789-1830. 

II. The testing of American nationality, 1830-1865. 

III. The fruitage of American nationality, 1865-1909. 

The Planting, Rooting, and Fruitage of 
American Nationality 

i. the founding, both on sea and land, of 
american nationality, 1789-1830 

1. Growth of sea power. Eeview with pupils the com- 
mercial rise of the various nations of western Europe — 
Portugal, Spain, France, and England — as they became in 
turn the masters of the sea. Help them to recall that dur- 
ing the fourteenth and the first part of the fifteenth century 
Portugal, during the fifteenth and most of the sixteenth 
century Spain, during the seventeenth and the first half of 
the eighteenth century, the two mighty powers, France and 
England, each in turn dreamed the dream of empire on the 
seas. Eeview briefly with pupils the rivers, harbors, bays, 
and ocean currents which gradually nursed the English 
peasant into the bold sailor, and, as centuries went on, 
made England the dominating lord of the universal sea. 
Help pupils to see that just as England struggled for and 

192 



OUTLINE OF THE EIGHTH-GRADE WORK 193 

obtained mastery on the sea, so France among all the 
European powers, through the seventeenth and eighteenth 
centuries, obtained mastery on the land, and struggled for 
mastery on the sea. Briefly sketch, with map before pupils, 
the story of French history through the seventeenth and 
eighteenth centuries, telling them of the rise and rule of 
despotic power in France, of its apparent but not real over- 
throw the very year Washington became president (1789), 
and of the rapid rise to equally despotic power in France 
of Napoleon I. Briefly study the biography of Napoleon. 

Thus picture to pupils these two strong powers of the 
western European world during the eighteenth century — 
France and England — standing jealous of and facing each 
other across the English Channel and struggling for the 
Atlantic Ocean, just as the two strong commercial powers 
of the ancient world — Carthage and Rome — had faced 
each other and fought for the Mediterranean Sea. 

2. Struggle for commercial supremacy. Now, with map 
before them, help pupils to trace out and realize the mighty 
struggle which went on between France and England for 
about twenty years (1793-1815, except one year, 1802) 
over the Atlantic Ocean and the islands of the Caribbean Sea. 

Would a twenty-year war, employing millions of men, 
require much ammunition and food ? Where might this food 
and these supplies be obtained ? Help pupils to work out 
means for providing with food and war implements two 
great nations perpetually in conflict with each other. Might 
the United States furnish much of the necessary supplies ? 
In doing so would the United States have a right to ship 
to these warring powers materials which could be used 
directly in carrying on the war ; for example, powder, can- 
non, guns, and balls ? Would one of these warring powers, 
for example England, have the right to say that the ports 
of its enemy (France) were closed up when the blockade 



194 OUTLINE OF HISTORY 

was not a real one, but merely one declared on paper ? If 
a neutral trading ship, for example an American vessel, 
went with a cargo into such a paper-blockaded port, ought 
the nation who declared the blockade to have the right to 
seize such a ship and sell it ? As the destructiveness of the 
war continued, would the number of sailors tend to become 
less or more ? Might the hardships of the seaman's life 
and the meager pay lead to desertion ? Would the difficulty 
of obtaining seamen become greater or less ? Help pupils 
to consider whether it would be just for one of these 
warring nations, for example England, to seize from Ameri- 
can ships sailors who had once been Englishmen but who 
had become citizens of the United States. 

Thus help pupils to imagine the Atlantic Ocean for a 
period of twenty-two years (1793-1815) covered over with 
the ships of three great nations, two of them - — France and 
England — warring with each other most of the time in 
ever fiercer strife, each trying to destroy the others' ships, 
cut off its food supplies, close up its ports or pretend that 
they were closed, so as to claim a right to seize the ships 
entering the port, and the third power — the United States 
— ever dodging in and out between the enemies, having 
hundreds of ships seized for selling provisions and goods to 
the warring powers, for pretended violations of the paper 
blockades, and for protecting seamen claimed to be deserters 
from English service. Lead pupils to see the United States 
at this time (1789, the formation of the Constitution, to 
1807, the Embargo Act), enjoying through her commerce 
such a harvest of gain in selling the wheat and flour of 
Pennsylvania and New York ; the leather, salt fish, and 
rum of New England ; the tobacco of the South; the cocoa, 
sugar, and rum of the French West Indies ; the pork of 
the Mississippi valley, that the whole Atlantic Ocean was 
covered with American ships and crafts of every kind, — 



OUTLINE OF THE EIGHTH-GRADE WORK 195 

merchantmen, privateers, coasting crafts, pilot boats, fishing 
smacks, — and she was lifted to the position of one of the 
foremost agricultural countries and one of the most active 
commercial countries in the world. 

3. The Embargo Act of 1808. With the picture of the seas 
swarming with the commercial life of the young American 
nation struggling against the old and warring European 
powers for its commercial rights, help pupils to judge what 
will be the results when President Jefferson in 1808 com- 
mands all the American ships to come into their home har- 
bors and remain there in order to punish the warring powers 
— France and England — by taking from them their food 
supplies. What effect would such an order have upon 
American sailors, shipowners, shipbuilders, and the scores 
of thousands up and down the Atlantic seacoast engaged 
in occupations such as lumbering, flax growing, making 
sailcloth, and manufacturing pitch, tar, and turpentine ? 
What would be the effect upon the grower of farm and 
plantation products when everything was ordered kept at 
home and nothing must be exported ? 

Sum up with pupils England's harsh and illegal treat- 
ment in impressing well-nigh ten thousand American sea- 
men into English service, in seizing and selling American 
ships for violating English paper blockades, and in confis- 
cating the cargoes of American trading vessels for pretended 
violations of the trade laws ; and help them to see some of 
the chief causes of the young American nation, now hardly 
a quarter of a century old, entering into war with England, 
the greatest sea power in the world, and gaining as com- 
plete independence on the sea as in the Revolutionary War 
it had gained on the land. 

4. The War of 181 2. Help pupils to enter into the prob- 
lems and results of the three years' war (1812-1815). Have 
them raise the troops, both state militia and regular army, 



196 OUTLINE OF HISTORY 

build the roads through the country over which to trans- 
port the troops, build a navy on lake and sea, borrow the 
money with which to carry on the war, issue the bonds, and 
hear the perpetual complaints of the New England shipping 
section, as it sees its trading ships held at home and only 
half-heartedly enters into a war whose special purpose it 
is to protect and vindicate the commercial rights of New 
England. As New England complains and shamefully lags 
behind in national spirit (1812-1815), help pupils to see the 
broader and more patriotic spirit of the central and southern 
statesmen, especially that of Calhoun at this time. 

Help pupils to see some of the great crossroads of the 
sea around Newfoundland, in the English Channel, in 
the Mid-Pacific, in the Caribbean Sea, where the English 
Goliath and the American David meet and struggle, and 
where the latter triumphantly wins the sea. Help pupils 
to understand that the results of the War of 1812, though 
not mentioned in the treaty closing it (the Treaty of Ghent, 
1815), were so complete and secure that America's freedom 
on the sea and her honorable place in the international 
life of the world from that day to this was more indelibly 
written in the blood of the brave American seamen and in 
the national consciousness of the American people than if 
it had been expressed in the treaty in black and white. 

5. Illustrative material. As an expression of the differ- 
ence in the national spirit between New England and the 
South at this period, and as a means of surrounding them 
somewhat with the political atmosphere of the time, help 
pupils to study and interpret the following quotations. 

Timothy Pickering (Massachusetts), Washington, Janu- 
ary 8, 1809, in reply to a letter from Christopher Gore 
concerning some form of concerted action on the part of 
New England to oppose the measure of the Republican 
administration : 



OUTLINE OF THE EIGHTH-GRADE WORK 197 

Pray look into the Constitution, and particularly the tenth article 
of the amendments. How are the powers reserved by the states 
respectively, or to the people, to he maintained, but by the respective 
states judging for themselves and putting their negative on the usurpa- 
tions of the general government. — Henry Adams, New-England Feder- 
alism, pp. 376-378. 

Josiah Quincy (Massachusetts), House of Representatives, 
January 14, 1811, in a speech on the bill to enable the 
people of the territory of Orleans to form a constitution : 

I am compelled to declare it my deliberate opinion, that, if this hill 
(concerning Louisiana becoming a state) passes, the bonds of this 
Union are, virtually, dissolved; that the states which compose it are 
free from their moral obligations, and that as it will be the right of all, 
so it will be the duty of some, to prepare definitely for a separation; 
amicably, if they can, violently if they must. — Hart, American History 
told by Contemporaries, Vol. Ill, p. 410. 

Calhoun (South Carolina), House of Representatives, 
June 24, 1812, at the conclusion of a speech on the propo- 
sition to repeal the Non-Importation Act : 

It is an alarming idea to be in a state of war, and not to rely on 
our courage or energy, but on a measure of peace. If the Non-Impor- 
tation Act is our chief reliance, it will soon direct our council. Let 
us strike away this false hope ; let us call out the resources of the 
country for its protection. England will soon find that seven millions 
of freemen, with every material of war in abundance, are not to be 
despised with impunity. I would be full of hope if I saw our sole 
reliance placed on the vigorous prosecution of the war. But if we are 
to paralyze it ; if we are to trust, in the moment of danger, to the 
operation of a system of peace, I greatly fear. If such is to be our 
course, I see not that we have bettered our condition. "We have had a 
peace like a war ; in the name of Heaven let us not have the only thing 
that is worse — a war like a peace. — Calhoun's Works, Vol. II, p. 31. 

Henry Clay (Kentucky), House of Representatives, Janu- 
ary 8, 1813, in a speech on the new Army Bill : 

An honorable peace is attainable only by an efficient war. My 
plan would be to call out the ample resources of the country, give 



198 OUTLINE OF HISTORY 

them a judicious direction, prosecute the war with the utmost vigor, 
strike wherever we can, reach the enemy at sea or on land, and nego- 
tiate the terms of a truce at Quebec or at Halifax. We are told that 
England is a proud and lofty nation, which disdaining to wait for 
danger meets it halfway. Haughty as she is, we once triumphed 
over her, and, if we do not listen to the counsels of timidity and 
despair, we shall again prevail. In such a cause, with the aid of 
Providence, we must come out crowned with success ; but if we fail 
let us fail like men, lash ourselves to our gallant tars and expire to- 
gether in one common struggle, fighting for free trade and Seamen's 
Bights. — Mallory, Henry Clay, p. 314. 

Calhoun, House of Representatives, October 25, 1814, 
in an appeal to the Opposition in a speech on a resolution to 
increase the direct tax : 

It is the war of Revolution revived ; we are again struggling for 
our liberty and independence. The enemy stands ready, and eagerly 
watches to seize any opportunity which our feebleness or division 
may present, to realize his gigantic scheme of conquest. In this strug- 
gle for existence I must entreat the members of the opposition — 
though they can reconcile it to their consciences to stand with folded 
arms and coldly look on — not to impede, by idle and frivolous debate, 
the efforts of those who are ready, by every sacrifice, to maintain the 
independence of the country. — Calhoun's Works, Vol. II, p. 110. 

From the report of the Hartford Convention of 1814 : 

If the Union be destined to dissolution by reason of multiplied abuses 
of bad administrations, it should, if possible, be the work of peaceable 
times and deliberate consent. Some new form of confederacy should 
be substituted among those states which shall intend to maintain a 
federal relation to each other. Events may prove that the causes of 
our calamities are deep and permanent. They may be found to pro- 
ceed not merely from the blindness of prejudice, pride of opinion, 
violence of party spirit, or the confusion of the times ; but they may 
be traced to implacable combinations of individuals or of states to 
monopolize power and office and to trample without remorse upon 
the rights and interests of commercial sections of the Union. When- 
ever it shall appear that these causes are radical and permanent, a 
separation, by equitable arrangement, will be preferable to an alliance 
by constraint, among nominal friends, but real enemies influenced by 



OUTLINE OF THE EIGHTH-GRADE WORK 199 

mutual hatred and jealousy and inviting by intestine divisions con- 
tempt and aggression from abroad. But a severance of the Union by 
one or more states, against the will of the rest, and especially in time 
of war, can be justified only by absolute necessity. . . . 

That acts of Congress in violation of the Constitution are absolutely 
void is an undeniable position. It does not, however, consist with 
respect and forbearance due from a confederate state towards the 
general government, to fly to open resistance upon every infraction 
of the Constitution. The mode and energy of the opposition should 
always conform to the nature of the violation, the intention of the 
authors, the extent of the injury inflicted, the determination mani- 
fested to persist in it, and the danger of delay. But in cases of de- 
liberate, dangerous, and palpable infraction of the Constitution, 
affecting the sovereignty of a state, and liberties of the people, it is 
not only the right but the duty of such a state to interpose its authority 
for their protection in the manner best calculated to secure that end. 
When emergencies occur which are either beyond the reach of the 
judicial tribunals or too pressing to admit of the delay incident to 
their forms, states which have no common umpire must be their own 
judges and execute their own decisions. — Oliver J. Thatcher, Ideas 
that have Influenced Civilization, Vol. VIII, pp. 137-138. 

Calhoun, House of Representatives, April 6, 1816, at the 
conclusion of a tariff speech : 

Again, it [the tariff] is calculated to bind together more closely our 
widely spread republic. It will greatly increase our mutual depend- 
ence and intercourse, and will as a necessary consequence excite an 
increased attention to internal improvements, a subject every way so 
intimately connected with the ultimate attainment of national strength 
and the perfection of our political institutions. . . . Liberty and the 
union of this country are inseparably united. As the destruction of 
the latter will most certainly involve the former, so its maintenance 
will with equal certainty preserve it. — Calhoun's Works, Vol. II, pp. 
172, 173. 

Calhoun, House of Representatives, February 4, 1817, in 
a speech in favor of internal improvements : 

Those who understand the human heart best know how powerfully 
distance tends to break the sympathies of our nature. Nothing — not 
even dissimilarity of language — tends more to estrange man from 



200 OUTLINE OF HISTORY 

man. Let us, then, bind the republic together with a perfect system 
of roads and canals. Let us conquer space. It is thus the most distant 
parts of the republic will be brought within a few days' travel of the 
center ; it is thus that a citizen of the West will read the news of 
Boston still moist from the press. The mail and the press are the 
nerves of the body politic. By them the slightest impression made on 
the most remote parts is communicated to the whole system, and the 
more perfect the means of transportation the more rapid and true the 
vibration. To aid us in this great work — to maintain the integrity of 
this republic, we inhabit a country presenting the most admirable 
advantages. — Calhoun's Works, Vol. II, p. 90. 

Calhoun, House of Representatives, February 4, 1817, in 
a speech on the interpretation of the Constitution, internal 
improvements, and union : 

I am no advocate for refined arguments on the Constitution. The 
instrument was not intended as a thesis for the logician to exercise his 
ingenuity on. It ought to be construed with plain good sense. 

. . . We are great and rapidly — I was about to say fearfully — grow- 
ing. This is our pride and danger ; our weakness and our strength. 
Little does he deserve to be intrusted with the liberties of this people, 
who does not raise his mind to their truths. We are under the most 
imperious obligation to counteract every tendency to disunion. The 
strongest of all cements is, undoubtedly, the wisdom, justice, and 
above all the moderation of this House. Yet the great subject on 
which we are now deliberating in this respect deserves the most seri- 
ous consideration. Whatever impedes the intercourse of the extremes 
with this, the center of the republic, weakens the union. The more 
enlarged the sphere of commercial circulation — the more extended 
that of social intercourse — the more strongly we are bound together 
— the more inseparable are our destinies. — Calhoun 1 s Works, Vol. II, 
pp. 186-196. 

Henry Clay, House of Representatives, January 16, 1824, 
in a speech on the nature of the United States government, 
and its relation to the states : 

By the existing Constitution, the powers of the general government 
act directly on the persons and things within its scope without the 
intervention or impediments incident to an intermediary. In execut- 
ing the great trust which the Constitution of the United States creates, 



OUTLINE OF THE EIGHTH-GRADE WORK 201 

we must, therefore, reject that interpretation of its provisions which 
would make the general government dependent upon those of the 
states for the execution of any of its powers, and may safely conclude 
that the only genuine construction would be that which shall enable 
this government to execute the great purposes of its institution, with- 
out the cooperation, and, if indispensably necessary, even against the 
will of any particular state. This is the characteristic difference 
between the two systems of government, of which we should never 
lose sight. Interpreted in the one way we shall relapse into the feeble- 
ness and debility of the old confederacy. In the other we shall escape 
from its evils, and fulfill the great purposes which the enlightened 
framers of the existing Constitution intended to effectuate. — Oliver 
J. Thatcher, Ideas that have Influenced Civilization, Vol. VIII, p. 152. 

6. Foundation of national strength. Help pupils to see 
some of the problems which would enter into the founding 
of the central government of the American people in 1789. 
Review with them some of the difficulties seen during the 
time of the Articles of Confederation, and recall to mind 
that one of the fundamental difficulties of the central gov- 
ernment was that it was heavily in debt and had almost no 
resources from which to draw. Help them to see that for 
this reason one of the most important problems which the 
national government would immediately have to deal with 
would be the means of getting money. Have them work out 
what the American nation would need money for : to pay 
the debts to foreigners ; to pay the debts to those whom it 
owed at home ; to meet the daily expense of keeping up the 
government, — such as the army and the navy, salaries 
of the President, the Cabinet, the postmasters, judges, 
members of Congress, and the like. Help pupils to form 
some fair estimate of what the average yearly expenses of 
the national government would be, say in the first decade 
of our national history ; then help them to devise means 
for raising money to meet these expenses. 

Recall to pupils' minds the picture already presented of 
the commerce on the ocean in the way of dry fish, lumber, 



202 OUTLINE OF HISTORY 

rum, wheat, corn, flour, oats, barley, pork, cattle, hides, 
cotton, indigo, and rice, which the American merchants 
were shipping to European peoples, and for which they 
were bringing home, in exchange from the nations of the 
earth, spices, wines, coffee, sugar, silks, shawls, cloths, 
rum, and slaves, — just as in olden times commerce had 
moved back and forth from Asia into Europe. 

Now help pupils to devise means for the national govern- 
ment to raise money out of this commerce through tariff 
taxes collected from those who carried on this trade. Could 
traders who shipped goods out of the country, as wheat, 
corn, tobacco, and the like, be compelled by the general 
government to pay a tax on these exports ? (See United 
States Constitution, Art. I, Sec. 9, clause 5.) Could the 
national government collect a tax from goods shipped into 
the country from all foreign countries ? (See United States 
Constitution, Art. I, Sec. 8, clause 1.) 

When pupils have been led to see that by the Constitu- 
tion an import duty may be gathered from all goods and an 
export duty from none, then help them to see a stream of 
tariff tax and internal revenue flowing into the national 
treasury, gathered day by day both at seaport and through- 
out the interior of the country where whisky and other 
liquors were made, and in turn being paid out for maintain- 
ing the army, the navy, the civil officers, and for keeping 
up the interest on the national bonds or paying them off, 
and the like. Give pupils the correct meaning of import or 
tariff tax, and excise or internal revenue tax, and have them 
memorize Article I, Section 8, clause 1, United States Con- 
stitution, and help them also to give examples of national 
taxation from actual life as seen around them. 

7. The United States bank. When pupils have seen the 
sources from which the national government is drawing 
money and the many channels into which it is pouring it 



OUTLINE OF THE EIGHTH-GRADE WORK 203 

from day to day, month to month, and year to year, help 
them to devise means or an agent for doing this work. 
Eecall to them the experience of the national government 
under the Articles of Confederation when it had no inde- 
pendent resources for getting money except through the 
states ; when it had no strong financial agent or money 
power ready to help it when it wanted to borrow money ; 
and when it had no safe places in which to keep the money 
which it did have. Help them to see that if the national 
government could establish safe places all over the country 

— in Boston, New York, Philadelphia, Baltimore, Charles- 
ton, and other cities — where the internal revenue and the 
tariff taxes could be paid in, and from which, from month 
to month, they could be paid out in salaries and the like, it 
would be a very convenient and proper way for the general 
government to carry forward its large business life. 

Now help pupils in imagination to enter into the halls 
of Congress in 1791, when the national government, two 
years old, established a United States bank with a capital 
of ten million dollars. Make graphic to children the spring- 
ing up of national banks all over the country, with many 
persons — men, women, and children — buying stock in them ; 
others depositing their own money in them for safe keep- 
ing, and drawing interest upon it; others borrowing money 
from it from time to time. See also the United States itself 
becoming a stockholder and depositing day by day the inter- 
nal revenue and the tariff taxes, and paying out of it its 
officers and other obligations, — interest, bonds, and the like, 

— as they become due from time to time. Help pupils to 
judge whether this bank, with all its stockholders and deposi- 
tors, coming from every class of the people and enjoying 
much profit both as stockholders and as depositors, would 
gradually nourish in the minds of the American people a 
feeling of high regard for the national government. Thus 



204 OUTLINE OF HISTORY 

they should see that the first United States bank, chartered 
for twenty years and therefore extending down to within 
a year of the outbreak of the War of 1812, was one of the 
greatest financial instruments which helped America to 
work out her problems on the sea, during the trying times 
when she was harassed between the shark and the tiger, — 
England and France, — and on the land, as she was plant- 
ing her life more firmly on the Atlantic seacoast and was 
moving westward over the Great Lakes, with her numerous 
problems, down the currents of the Ohio, the Tennessee, and 
the Cumberland, toward the Mississippi valley. 

8. Congress at work. Now help the children to return in 
imagination to Congress and see it yet more fully as a 
mighty instrument which is to work out the problem of 
individual freedom for the American people as they move 
ever westward, just as the English Parliament, as we have 
already seen, was a great instrument which fought the battle 
of liberty for the English people, from Magna Charta down 
to the present time. Help pupils to picture in detail the 
two branches of the legislature — the Senate and the House 
of Representatives — say in 1790. How many would be in 
the Senate ? (See United States Constitution, Art. I, Sec. 3, 
clause 1.) How many in the House of Representatives ? 
(See United States Constitution, Art. I, Sec. 2, clause 3.) 
How would committees be appointed for doing the work, 
and how would bills be passed through both houses and 
on to the President ? 

Help children to take up some of the great questions 
which were considered by Congress during the first twenty- 
five years of its life, say from its organization (1789) down 
to the close of the War of 1812 (1815). As it dealt with 
the problems, both of sea and land, would Congress have 
to pass bills for raising tariff and internal revenue to defray 
the expenses of keeping up the navy, fighting the Algerian, 



OUTLINE OF THE EIGHTH-GRADE WORK 205 

pirates, paying American ministers abroad, and hiring pri- 
vate ships to guard the interests of American traders on the 
sea ? Eecall again to pupils the great struggle in progress 
on the seas, the ill-treatment of American sailors by the 
warring powers, and the coming of foreigners to the United 
States. Help them to consider the problem of what laws 
ought to be passed by Congress allowing foreigners to come 
into America, live here, become full citizens, and in every 
way take a hand in the government. Help students to 
form an opinion as to how long a foreigner should be 
required to live in this country before being allowed to 
become a full citizen. What punishment should an alien, 
living in this country, be given, if he criticised unfavorably 
the work of Congress, or of the President, or of the govern- 
ment in general ? What punishment ought any alien to 
receive if for any reason he was considered dangerous to 
the government of this country ? 

Now take up with students the study of the Alien and 
Sedition Laws, and help them to say whether they think 
them well suited to work out free speech, free press, and a 
just and fair trial by jury. Compare the treatment which 
could have been given under the Alien Law (1798) with the 
most arbitrary treatment under King John or under a 
despotic Csesar. In connection' with the Sedition Law have 
them memorize United States Constitution, Amendments, 
Art. I, and in connection with the Alien Law, taking away 
the right of a trial by jury, have them memorize Amend- 
ments, Articles V and VI. 

9. The President at work. Eeview with pupils some of 
the most important things Congress did during its first ten 
years of work, say from 1789 to 1798, and have them see 
something of the duties of the President in helping Con- 
gress to carry on the affairs of the government. Would 
there be postmasters, foreign ministers, army officers, navy 



206 OUTLINE OF HISTORY 

officers, tax collectors, judges of the court, and the like, to 
be appointed, and treaties to be made with foreign coun- 
tries ? Help pupils to picture the President as the one cen- 
tral officer whose business it is to see that the laws made 
by Congress are carried out through foreign ministers, con- 
suls, army, navy, tax collectors, road builders, land survey- 
ors, and the like. In connection with the duties and power 
of the President study with pupils the United States Con- 
stitution, Art. II, Sec. 2, clauses 1, 2, 3. 

10. The growth of local government. Briefly review with 
pupils the fact that throughout the seventeenth, and all 
through the eighteenth century, up to the time of the for- 
mation of the Constitution (1789), there was a constant 
growth, in townships, counties, colonies, and states, in the 
desire of the people to rule themselves in their own home 
localities. Thus each state had learned to tax itself, keep 
up a state militia, build local roads, provide for public edu- 
cation, make paper money, and had established a system of 
state banks. Now help them to see that as the local govern- 
ment — the state, divided into townships and counties — 
grew stronger and stronger, there naturally arose a differ- 
ence of opinion on the part of the people as to how much 
power, in the development of American liberty, should be 
exercised by the local government and how much by the 
central government. Thus make clear to them that the 
two channels in which the political life of the American 
people began to flow in the early years of the national gov- 
ernment, and has continued to flow in ever deeper and 
deeper grooves, are the power of the national government 
and the power of the state government, — each one ever 
seeking the liberty of the people, each one claiming to be 
their especial protector, but in working out this liberty 
each party oftentimes failing to practice when in power 
what it advocated when not in power. 



OUTLINE OF THE EIGHTH-GRADE WORK 207 

11. The Virginia and Kentucky Resolutions. Review briefly 
with students the Alien and Sedition Laws, and after help- 
ing them to see the strong and arbitrary power which the 
President and Congress could have exercised under them, 
study the Virginia and Kentucky Resolutions as examples 
of the power of the local government — the state — seeking 
through the state legislature to say to the general govern- 
ment that whenever it should become too severe a parent, 
the child — the state — should have a right to call the 
parent — the general government — to account, and if the 
parent still persist in the injustice the child should have 
a right to disobey the parent and remain in the household, 
or, if it chose, leave the home altogether. Talk over with 
pupils in a simple way the two different interpretations of 
the Constitution and help them to select clauses from it 
upon which great differences of opinion have arisen ; as, for 
example, on the amount and purpose of national taxation 
(United States Constitution, Art. I, Sec. 8, clauses 1 and 18), 
on the building of national roads (Art. I, Sec. 8, clause 7), 
on the regulation of commerce by the national government 
(Art. I, Sec. 8, clause 3), and the like. 

When the fundamental ideas — strong central govern- 
ment and strong local government — upon which the two 
great political parties were based, have been grasped by the 
pupils give them the names of the parties, — Federalists 
and Anti-Federalists ; a little later, Federalists and Demo- 
crat-Republicans ; and in recent times, Republicans and 
Democrats, — and have them see that the strong central 
government party (the Federalists) nursed and mightily 
strengthened the life of the central government for the 
first twelve years of its existence (1789-1801) through tariff, 
internal taxes, army, navy, national bank, cheap public lands, 
and the like ; but that notwithstanding these great ser- 
vices to the nation, when the strong central government 



208 OUTLINE OF HISTORY 

party so far forgot itself as to trample on the rights of the 
local government and violate free speech, free press, trial 
by jury, and the writ of Habeas Corpus, — which, as we 
have seen, were already a thousand years rooted in the life 
of the Anglo-Saxon race, — the central government party 
was dismissed by the American people, and the local gov- 
ernment party, led by Thomas Jefferson, came in 1801 
triumphantly into power. 

12. The local government party. Study the biography of 
Thomas Jefferson and help pupils to see the efforts made 
by him and his party, when he became President in 1801, 
to narrow the field of the general government by raising 
and spending as little money as possible for ships, army, 
navy, government officers, and the like, and by paying off 
the national debt as fast as the custom duties flowing in 
from the tariff and other taxes furnished him with suffi- 
cient means. 

13. The Louisiana Purchase. With maps before them briefly 
review with pupils the history of the French colonial power 
as it grew in America through the seventeenth and eight- 
eenth centuries throughout the St. Lawrence and Mississippi 
valleys, until it was overthrown at the end of the French 
and Indian War (1763). Recall to pupils the biography of 
Napoleon and help them to see his vast plan of reestablish- 
ing in America the empire which France had lost in 1763. 
Recall to pupils the military and feudal institutions which 
France had always stood for at home and had scattered 
during her colonial American life from Canada to New 
Orleans and from the crest of the Appalachian Mountains 
to the western plains of the Mississippi. 

Help pupils to imagine to a degree what would have 
been the result if this great despotic power had been able 
to carry out in the Mississippi valley, the richest and most 
promising valley on the surface of the earth, its designs of 



OUTLINE OF THE EIGHTH-GRADE WORK 209 

an imperial empire. Picture to them two mighty nations, 
France and the United States, in case Napoleon's plan 
had succeeded, standing facing each other in military array 
on the banks of the Mississippi throughout the nineteenth 
century, France ever struggling to build a nation upon the 
Roman principle of despotic power, and the United States 
ever thirsting for more land, seeking to bear onward across 
the Mississippi to the Pacific the great Teutonic principle 
of the right of every man to rule himself. Thus, help them 
to realize the meaning and importance of Jefferson's act 
when he purchased for the American people the rivers, 
plains, forests, and mines, reaching from the Mississippi 
to the Rocky Mountains and giving a free opportunity for 
the broad stream of Anglo-Saxon liberty to move forward 
uninterruptedly on its westward course. 

With Louisiana purchased (1803), have pupils spend in 
imagination two years (1804-1806) with Lewis and Clark, 
•passing from the Mississippi up the Missouri, across the 
Rocky Mountains, down the Columbia, until they look out 
upon the calm Pacific. Help them to enter into the prob- 
lems and difficulties of the expedition, — the obtaining of 
food, horses, wagons, boats, guides ; the opposition of Indi- 
ans ; the mountain slides ; the grizzly bears ; the rattlesnakes, 
flies, and mosquitoes, — all of which they would encounter. 
Help them to gain some conception of the extent and value 
of this purchase, — the grandeur of the mountains with 
their mineral possibilities, the vastness of the plains, the 
breadth of the prairies, the majestic rivers, the immense 
forests, and the exhaustless soil, which had recently come 
into the possession of the United States; and have them 
judge whether the Louisiana Purchase, seen in its length 
and breadth, would tend to cultivate in the American mind 
a large conception of American nationality and of its future 
possibilities. 



210 OUTLINE OF HISTORY 

Help pupils also to see that Thomas Jefferson, although 
the founder of the local government party and opposed to 
the general government assuming and exercising powers 
which were not plainly given to it in so many words in the 
Constitution, has in the purchase of Louisiana done an act 
which broadened and deepened the national life and national 
prospects as perhaps no other national act had done since 
the formation of the Constitution itself. Read with pupils 
the entire Constitution and help them to find out for them- 
selves whether there is any statement, saying in so many 
words, that the United States government has a right to 
purchase land. When pupils have seen that there is no such 
clause in the Constitution, help them to justify Jefferson's 
act as he justified it and to argue as to whether it was best 
for him to do what he did. 

After pupils have seen the picture of the immense terri- 
tory of Louisiana, help them to think of some of the most 
important problems which will arise for the United States 1 
government, such as getting the money to pay for it (fifteen 
million dollars), surveying it, building roads to it, protect- 
ing it by military power, and finally joining it politically 
to the American republic by first cutting it into territories, 
then nourishing these speedily into full strength, and finally 
admitting them into the sisterhood of the Union on perfect 
equality with the older states. 

14. New England's complaint. Now, with the picture of 
this broader view of western expansion, and the free and 
open Mississippi with its unrestrained commerce, help chil- 
dren to understand the complaints which New England 
made because the great national act of the Louisiana Pur- 
chase would tend to drain away the laborers from Massa- 
chusetts, Connecticut, and other New England states, make 
wages higher because of the scarcity of labor, and thus tend 
to lessen the valuable shipping business which, as we have 



OUTLINE OF THE EIGHTH-GRADE WORK 211 

seen, New England, because of national protection, had been 
enjoying since the beginning of the mighty struggle between 
France and England (1793). 

15. The mastery of the Gulf of Mexico. When pupils have 
thus seen the French power with its great dream under 
Napoleon forever at an end in America, and the Mississippi 
River from source to mouth in the possession of the Teutonic 
race because of the Louisiana Purchase, with map before 
them lead them to see that the coming in of Louisiana 
opened the way for a second contest, — the struggle be- 
tween the United States and despotic Spain. Eeview 
briefly with them how Spain, coming to America, had first 
settled on the West Indies ; then, reaching farther at the 
beginning of the sixteenth century (1512), had set foot 
on the Florida peninsula ; and how from that time very 
slowly, for the next three hundred years (1512-1819), she 
had extended a long arm from the easternmost point of the 
peninsula until it reached westward and well-nigh grasped 
the mouth of the Mississippi River, thus not only control- 
ling the borderland surrounding most of the Gulf of Mexico 
but the interior life which sprang up upon the upper courses 
of the southward-flowing rivers, — such as the Pearl, Tom- 
bigbee, Apalachicola, and others, upon which grew vast 
quantities of cotton and tobacco, — and which sought a free 
and open channel to the Gulf. 

Thus help pupils to picture, say from about 1803 to 
1819, the rapid growth of an American life extending from 
the southeastern Atlantic coast gradually westward through 
the cotton fields of Georgia, Alabama, and Mississippi, rapidly 
filling the fields with swarms of laborers under the mighty 
influence of the cotton gin (invented 1793). Also help them 
to feel the restraint and irritation which this same southern 
life felt as it expanded southward, coming in contact with, 
and being harassed by,, nests of Gulf pirates, smugglers, 



212 OUTLINE OF HISTORY 

runaway slaves, plundering Indian tribes, and lawless sea- 
men of every kind, which had gathered upon the coast for 
centuries and had made Florida a haven for the lawless of 
both land and sea, until finally, from about 1803 to 1819, 
the national government, again under the leadership of one 
of the intensest advocates of local government, — Andrew 
Jackson, — led the American army until it had conquered 
the Indian Seminole, swept every political fragment of the 
despotic Spanish rule from the Florida coast, and obtained 
a treaty in 1819 limiting the field of Spain in the North- 
west and out to the Pacific to the forty-second degree of 
north latitude, thus making the Teutonic race not only 
complete master of most of the Gulf regions but also ob- 
taining Spain's claim to her lands in the Northwest as far 
south as latitude forty -two degrees. 

16. The struggle between the Roman and Teutonic principle 
in America. Briefly review with pupils the three great 
eastern currents of European national life — France, Eng- 
land, and Spain — which started on the western coast of 
Europe with Columbus, Cabot, and Cartier, say about 1500, 
crossed the Atlantic Ocean, came westward to America, and 
planted their colonies on the eastern American shore ; like- 
wise help them to see a fourth, a western current, — Russia, 
— moving eastward through Siberia, across the Bering 
Strait, to northwestern North America. 

(1) Review briefly the settlements, colonies, and institu- 
tions of France in America, based as they were upon the 
idea of the divine right of rule, ever seeking, as we have 
seen, through war and conquest, to plant this idea in the 
richest river system in the world — the St. Lawrence- 
Mississippi — and ultimately claim for it the American 
continent. 

Help pupils to see again the growth of France in Amer- 
ica, and after a century and a half (1608-1763) her fall at 



OUTLINE OF THE EIGHTH-GRADE WORK 213 

Quebec ; then her brief dream of colonial empire, and her 
final overthrow under the great Napoleon (1800-1803). 
Help them to realize that with the fall of France in 
America in 1803 there came to an end one of the currents 
of despotic life which had been seeking for centuries to 
colonize and rule the New World. 

(2) Eeview with pupils the stream of thought borne 
westward from England to America from, the beginning of 
the sixteenth to the last quarter of the eighteenth century. 
Help them to see that this English life, although deeply 
rooted in the spirit of Anglo-Saxon freedom, so far tempo- 
rarily forgot itself when dealing with its American colo- 
nies as to become an advocate of the divine right of rule, 
and sought to practice it with her American children. Help 
them to see in the last part of the eighteenth century (1783), 
at the close of the American Eevolutionary War, the trium- 
phant overthrow of this English effort at despotic rule, 
when the arbitrary parent — England — was pushed from 
the fairest portion of the New World, thus giving op- 
portunity for the birth and growth of the freest and sturdi- 
est Teutonic offspring, — the United States of America. 
Let them see this newborn nation arise on the Atlantic 
coast, make its way through the Appalachians, root itself 
deeply in the free life of the Mississippi valley, and spread 
its hand of protection over the entire western hemisphere. 

(3) Now, with map before them, help pupils to see, in the 
last part of the seventeenth and the first quarter of the 
eighteenth century, a third colonizing power, as despotic as 
ever existed in the most tyrannical days of Eome, thrust 
forth its cold and unsympathetic arm from the ice fields 
of northeastern Eussia, across the Bering Strait, seeking to 
grasp for her colonial empire the northwest portion of the 
American continent as a field in which to set up her divine 
right of rule. 



214 OUTLINE OF HISTORY 

(4) Now let pupils return to the beginning of American 
colonial rule under Spain and follow briefly her expand- 
ing but despotic life as it spread from its home country 
westward and southwestward, until it occupied both island 
and continent, and throughout the sixteenth, seventeenth, 
and eighteenth centuries became the absolute master of 
all South America (with the exception of Brazil), Central 
America, Mexico, and most of the islands of the Caribbean 
Sea. Show pupils on the map the vast geographical pos- 
sibilities of this immense region ; point out to them the 
tropical islands with their fruits, sugar, indigo, rum, and 
coffee ; the continent of South America with its immense 
plains, rich soil, majestic streams, precious minerals, lofty 
mountains, and exhaustless forests. Along with these great 
natural advantages out of which to build a free and inde- 
pendent national life, let them feel the restraint and oppres- 
sion which the Spanish colonists throughout all South 
America, after three hundred years of despotic rule by the 
parent country, felt, and have them see with the Spanish 
colonists the example of the young North American repub- 
lic, now rapidly conquering a continent by means of the 
principle of self-government, and, in the thrill of this, feel 
the courage and patriotic efforts which such men as Bolivar, 
St. Martin, and others put forth in the first quarter of the 
nineteenth century, when, in the name of individual liberty, 
they established, from Cape Horn to the Gulf of Mexico, 
South American republics, — Chile, the Argentine Republic, 
Peru, Bolivia, Venezuela, and others. 

17. The Monroe Doctrine. Now, with the efforts of France 
and England to plant the divine right of kings on American 
soil already ended, with the despotic life of Russia creep- 
ing out of Asia and down the northwestern coast of North 
America, and with the vast continent of South America 
breaking up into independent states, withdrawing from 



OUTLINE OF THE EIGHTH-GRADE WORK 215 

Europe, and calling aloud for sympathy from the young 
republic of the United States, help pupils to see and appre- 
ciate the meaning of the declaration made by the American 
people in the Monroe Doctrine, — that the United States 
government would not interfere with or disturb any colony 
of any European country at that time already planted in 
America (for example, Canada), but that from that moment 
forth the entire western hemisphere, from Cape Horn in the 
south to the uttermost regions of the north, should have 
no further extension in its soil of the principle of the divine 
right of rule, but should be dedicated forever to the principle 
of the rule of the people. 

Thus help pupils to see that by the time the young 
republic of North America was half a century old, it had 
gained such independence of life and such a lofty view of 
its mission in the world, that, standing as it did at the 
center of a great hemisphere, it was able to grasp its truly 
divine opportunity and proclaim as from a watchtower that 
man has the right to rule himself; that the principle of 
the divine right of kings, which had struggled for over 
three hundred years to plant itself in American soil, was 
now forever at an end ; that the European states might, if 
they would, rule according to this despotic principle of 
Rome, but that America should henceforth stand for the 
Teutonic principle of the divine right of the people to rule 
themselves. 

Thus seeing, help pupils to appreciate, to a degree, what 
the great statesmen of that time, such as Monroe, Clay, and 
Adams meant, as they called, with Lowell, to the young 
and stalwart American people to 

Be strong-backed, brown-handed, upright as your pines ; 
By the scale of a hemisphere shape your designs. 



216 OUTLINE OF HISTORY 

II. THE TESTING OF AMERICAN NATIONALITY, 1830-1865 

1. The early westward movement. Help pupils to review 
briefly the work outlined for the first seven grades, and to 
see that the leading movement of humanity has been one 
ever reaching toward the West ; that the most progressive 
peoples of mankind, led by great ideas, have built up great 
national lives ; that these national lives have decayed and 
fallen, but that the ideas have become permanent possessions 
of the human race. Thus help them to see in the Nile valley 
and in the valley of the Tigro-Euphrates the early struggles 
for property and the early gropings of the human soul for 
immortality ; in the land of the Hebrews the search of a 
thousand years and more for religious truth, and the begin- 
ning of the great idea that one God rules the world ; in the 
land of the Greeks the search of well-nigh a thousand years 
for beauty ; in the land of the Romans the search of twelve 
hundred years for political power, law, and order ; and in 
the land of the Teutons the search of fifteen hundred years 
for personal liberty, which spread over Europe and deeply 
planted its roots in the Anglo-Saxon soil of England. 

2. The crossing of the Atlantic. Now help pupils to follow 
this stream of liberty, ever moving westward, ever seek- 
ing to break away from the trammels of the past, ever striv- 
ing to surround itself with the freer opportunities of the 
future, — leaving the shores of the old home, starting across 
the Atlantic, finding its way to the New World, planting the 
seed of Anglo-Saxon freedom on the western Atlantic coast, 
and, in the light of all the experience of the past, beginning 
the task of conquering the last virgin continent — America — 
and establishing on it the fairest home for human liberty. 

3. Westward from the Atlantic coast. Briefly review again 
with pupils the leading facts of the westward movement 
from the Atlantic seacoast, as it pushed through wilderness, 



OUTLINE OF THE EIGHTH-GRADE WORK 217 

along river, and over mountain, until it stood, at the last 
quarter of the eighteenth century, at the crest of the Appa- 
lachians, looking into a valley — the Mississippi — as fair 
as the Egyptian regarded the Nile valley or the Hebrew the 
Jordan. Now help them to see the chief geographic features 
of the Mississippi valley, — chief est of all a noble river, 
reaching from north to south through the temperate zone 
for thirty-six hundred miles, abundantly supplied on either 
side with tributaries, the sum of which furnished these west- 
ward bound, land-hungry American men with eighteen thou- 
sand miles of navigable water ways ; a soil so rich by nature 
as to be, if reasonably cared for, absolutely inexhaustible ; 
a climate stimulating but not severe, and, except in the 
southernmost part, well fitted for the labor of the white 
race ; a rainfall abundant and so distributed as to give nour- 
ishment for a great variety of different species of plants ; 
an animal life as various and abundant as the plant life ; 
gigantic forests, both hard and soft woods, if properly 
cared for, without limit; immense stores of minerals, — iron, 
coal, copper, lead, and to some degree gold and silver, — all 
by moderate labor ready for the use of man. 

4. The West in the Mississippi valley. When pupils have 
been led to see the immense extent of the Mississippi valley 
and have been led to appreciate to some degree the vast 
material riches lying untouched throughout its length and 
breadth, help them to return in imagination to the western 
slopes of the Appalachian Mountains, and (with the national 
government already established, as we have seen, throughout 
the length of the eastern slopes of the Atlantic coast) see 
wave after wave of pioneer life, — men, women, and children 
of many classes and conditions continually departing from 
the outer fringe of civilization and moving westward (say in 
the last part of the eighteenth and the first quarter of the 
nineteenth century) into this great valley, with ax in hand 



218 OUTLINE OF HISTORY 

and liberty at heart, to wage a self-reliant battle with the 
forest, determined to hew from it a home, a school, a church, 
a farm, and a government, and to give to every one a chance 
to lift his life to the highest level of which he is capable. 
Help pupils to understand that the supreme political ques- 
tion for the American people, as they pour into this vast 
valley through the nineteenth century, is, whether they can 
build therein one great national life and yet give due respect 
and nourishment to the local life, — the life of the state. 

5. Problems of expansion in the West. Now help pupils to 
imagine the warp of American life ever growing longer and 
longer, crossing the Mississippi and moving westward toward 
the Rocky Mountains and southward toward the Gulf, and 
help them to think out some of the great problems which 
would arise in weaving the woof of human life back and 
forth from east to west and from west to east, so as to bind 
this ever-expanding life of territories, states, counties, and 
townships into one great sympathetic national people. Thus 
help them to see that Indian treaties must be made, the 
lands surveyed, rivers bridged and dredged, roads hewn 
through the forests, canals dug, schools and churches estab- 
lished, and the entire valley laced to the Atlantic seacoast 
by means of railroads. 

6. Agencies of western improvement. Help pupils to see to 
some degree the immense cost necessary for making these 
improvements, and let them discuss whether the national 
government, the state governments, or private companies 
organized under the states, should undertake to make them. 
Give them examples of all three of these agencies — indi- 
vidual corporations, states, and the national government — 
entering into the work of improving the interior of the 
country, and show them the interlinking life of these agencies 
working together and tending to foster one great national 
spirit. As an example of a work conceived and carried out 



OUTLINE OF THE EIGHTH-GRADE WORK 219 

by the national government, study the establishment, con- 
struction, repairs, and administration of the National Road, 
as it slowly grew for thirty-eight years (1806-1844) from 
Cumberland, Maryland, to Vandalia, Illinois, having thirty- 
four specific acts passed by Congress for its benefit and cost- 
ing altogether about seven million dollars ; have students 
see the social, political, and industrial influence which such 
a road would have, not only upon the daily life of the people 
along its immediate course but also upon the nation as a 
whole, binding, as it did, the conservative East with the 
freer and more democratic West, and giving a constant 
channel through which the self-reliant and adventurous 
frontier ever kept on its way toward the setting sun. As an 
example of a great public improvement of national impor- 
tance conceived and carried out by a state, study the Erie 
Canal as the state of New York rapidly pushed it to com- 
pletion through eight years (1817-1825), from Albany to 
Buffalo, three hundred and sixty-three miles in length, four 
feet in depth, and forty feet in width, with eighty-one locks, 
costing in all about seven million dollars, and serving to 
join the mouth of the Hudson River with the Great Lakes, 
and (through the second quarter of the nineteenth century) 
the life of the Great Lakes with the upper waters of the 
Mississippi. As an example of a private corporation carry- 
ing forward a work of great public benefit, talk over with 
students the origin, growth, and influence of some of the 
canals or railroads which were built in their own state in 
early times, and help them to point out their effects in unit- 
ing the people politically, socially, and industrially, and in 
cheapening travel, increasing both its comfort and speed. 

7. Constitutional basis of internal improvements. Now help 
pupils to see that in this vast work of opening up and im- 
proving the interior of the country and joining it with the 
rivers, harbors, and bays of the seacoast, just as in the case 



220 OUTLINE OF HISTORY 

of the establishment of the United States Bank, and as in 
the case of other enterprises, great statesmen had different 
opinions as to whether it was best to place the greater 
power of doing this work in the hands of the national govern- 
ment, or in the hands of the states, and through the states 
in the hands of local organizations and private corporations. 
Have them point out provisions in the Constitution which 
have been quoted in support of the expenditure of national 
funds for building harbors and lighthouses, dredging rivers, 
building turnpike roads, aiding in the building of railroads, 
assisting in world's fairs, and digging the Panama Canal. 
(See United States Constitution, parts of Preamble, Art. I, 
Sec. 8, part of clause 1, part of clause 3, clauses 7 and 18.) 
8. The growth of manufactures. Briefly review with stu- 
dents the growth of industry in the American colonies 
throughout the seventeenth and the first three quarters of 
the eighteenth century. Recall to mind that in this century 
and three quarters the colonies slowly, but therefore all the 
more surely, sank the roots of their institutions into the 
American soil, thus becoming in the main agricultural ; 
recall also the favorable harbors, bays, and river mouths 
which gradually nursed the English colonies (notwithstand- 
ing the opposition of the mother country,- — England) into a 
little seafaring people in the New England and middle colo- 
nies, and gave a basis (when political independence was won 
from England, and the mighty struggles began, as we have 
seen, between France and England in the French revolu- 
tionary days) for the American nation to bound forth upon 
the seas and win with remarkable speed an independent 
place in the world of commerce. Recall to students the 
effect of the Embargo Act (1807) and the War of 1812 in 
checking American commerce for several years by shutting 
it off from foreign countries and turning American capital 
for the time away from foreign fields to the vast new fields 



OUTLINE OF THE EIGHTH-GRADE WORK 221 

opening up at home. Thus help them to see the American 
people begin the work of laying hold of the raw products of 
field, mine, stream, and forest ; shutting out foreign nations 
(except they enter by a high tariff) and manufacturing them- 
selves the wool, the hemp, the iron, the copper, the pitch, 
the tar, the turpentine, the wheat, the corn, until they are 
able, first, to supply the needs of their own country, and 
finally, through the remarkable inventive genius and self- 
reliant industry of the people, come to enter and rule the 
markets of the world. 

9. The tariff. Now lead students to think out the causes 
of the rise of these manufacturing establishments and the 
reason why they seek protection from the national govern- 
ment against like establishments of foreign countries, the 
labor in which would be cheaper, — both the raising of 
the raw material and the work of the hands and superin- 
tendents in the factory. Help them to discuss whether 
the American government should exact a protective tariff 
from shippers wishing to bring into this country goods 
made abroad. Would such a wall, built up as it were 
around the borders of the nation, protect classes of people 
in America who are not engaged in manufacturing, — 
for example, the agriculturist of the South, whose cotton 
fields were rapidly expanding to the West and who, selling 
annually many million dollars' worth of cotton abroad, 
brought back home manufactured products for the planta- 
tion and desired to pay upon them as little tariff as possible ? 
Thus help them to consider whether a protective tariff im- 
posed upon goods brought in would be for the general wel- 
fare of all the people, — as the Constitution of the United 
States implies all taxes must be, — or if, in the main, a pro- 
tective tariff would be for the welfare of the special class 
engaged in manufacturing. Help them further to see that 
the question of laying tariff for protecting home industries, 



222 OUTLINE OF HISTORY 

like the question of the national government making public 
improvements at national expense, or that of the national 
government establishing and superintending a national bank 
system, has had both advocates and opponents, — those sup- 
porting a strong central government holding that the national 
government has a right, in the interest of the general wel- 
fare, to levy a protective tariff, and those wishing the central 
government to gather and spend little money and to interfere 
as little as possible with the lives and occupations of the 
people, holding that such a tax is contrary to the Constitu- 
tion, and that, if levied by the national government, the states, 
or any particular state, believing it to be unnecessary and 
improper, has a right to nullify it, — that is, refuse to pay it. 
10. Argument for and against nullification. Lead students 
to give examples of important occasions, since the beginning 
of the government under the Constitution (1789), which 
have led to a discussion of the nature of the national govern- 
ment, — its birth, growth, and authority, and whether a 
state could, if it chose, refuse to obey a national law, — such 
occasions, for example, as the Virginia and Kentucky reso- 
lutions (1798-1799), Massachusetts' threats of disunion 
(1803 and 1812-1815), and South Carolina's attempt at 
nullification (1832). Eecall to them that in the first forty 
years of the national history of America every section of 
the Union — North, South, Center, and West — at some 
time specifically declared, and oftentimes implied, that when 
the nation was formed it was formed- by the union of the 
individual states, and that each state might decide for itself 
whether it would remain in the Union or not ; and that 
Calhoun by 1832 taught that a state had the right to dis- 
obey any national law, if it chose to do so, and still remain 
in the Union. Help them to select in the Declaration 
of Independence, the Articles of Confederation, and the 
Constitution of the LTnited States, expressions on both sides 



OUTLINE OF THE EIGHTH-GRADE WORK 223 

(the nation and the state) of this greatest of all American 
political questions, and, with the historic atmosphere of 
the time about them, enter in imagination into the senate 
chamber of the United States in 1830, and, with forty- 
eight senators, three hundred and thirteen representatives, 
members of the Supreme Court, and spectators crowd- 
ing the halls and galleries to overflowing, listen to the 
eloquent discussion between two great statesmen — Eobert 
Y. Hayne of South Carolina and Daniel Webster of Mass- 
achusetts — on the nature of the Constitution and the right 
of a state to nullify a law made by the national government, 
— Hayne representing the past, Webster representing the 
dawning view of the future, both alike earnestly seeking to 
serve their country, and jealously guard its freedom. 

11. Illustrative material. Help pupils to study and inter- 
pret the following quotations, and read with them the great 
Webster- Hayne debate. 

Hayne, Senate, January 21 and 25, 1830 : 

Thus it will be seen, Mr. President, that the South Carolina doctrine 
is the Republican doctrine of '98, — that it was promulgated by the 
fathers of the faith, — that it was maintained by Virginia and Ken- 
tucky in the worst of times, — that it constituted the very pivot on 
which the political revolution of that day turned, — that it embraces 
the very principles, the triumph of which, at that time, saved the Con- 
stitution at its last gasp, and which New England statesmen were not 
unwilling to adopt when they believed themselves to be the victims of 
unconstitutional legislation. Sir, as to the doctrine that the Federal 
Government is the exclusive judge of the extent as well as the limita- 
tions of its power, it seems to me to be utterly subversive of the sover- 
eignty and independence of the States. It makes but little difference, 
in my estimation, whether Congress or the Supreme Court is invested 
with this power. If the Federal Government in all, or any, of its 
departments, is to prescribe the limits of its own authority, and the 
States are bound to submit to the decision, and are not to be allowed 
to examine and decide for themselves when the barriers of the Con- 
stitution shall be overleaped, this is practically "a government without 



224 OUTLINE OF HISTORY 

limitation of powers." The States are at once reduced to mere petty 
corporations, and the people are entirely at your mercy. I have but 
one word more to add. In all the efforts that have been made by South 
Carolina to resist the unconstitutional laws which Congress has ex- 
tended over them, she has kept steadily in view the preservation of the 
Union, by the only means by which she believes it can be long preserved, 
— a firm, manly, and steady resistance against usurpation. The meas- 
ures of the Federal Government have, it is true, prostrated her interests, 
and will soon involve the whole South in irretrievable ruin. But even 
this evil, great as it is, is not the chief ground of our complaints. It is 
the principle involved in the contest, — a principle which, substituting 
the discretion of Congress for the limitations of the Constitution, brings 
the States and the people to the feet of the Federal Government, and 
leaves them nothing they can call their own. Sir, if the measures of the 
Federal Government were less oppressive, we should still strive against 
this usurpation. The South is acting on a principle she has always 
held sacred, — resistance to unauthorized taxation. These, sir, are the 
principles which induced the immortal Hampden to resist the payment 
of a tax of twenty shillings. Would twenty shillings have ruined his 
fortune ? No ! but the payment of half of twenty shillings, on the 
principle on which it was demanded, would have made him a slave. 
Sir, if acting on these high motives — if animated by that ardent love 
of liberty which has always been the most prominent trait in the 
Southern character we would be hurried beyond the bounds of a 
cold and calculating prudence, who is there, with one noble and 
genei-ous sentiment in his bosom, who would not be disposed, in the 
language of Burke, to exclaim, " You must pardon something to 
the spirit of liberty"? — Johnston- Woodburn, American Orations, 
Vol. I, pp. 244-247. 

Webster, Senate, January 26, 1830 : 

Sir, the opinion which the honorable gentleman maintains, is a 
notion founded on a total misapprehension, in my judgment, of the 
origin of this government, and the foundation on which it stands. I 
hold it to be a popular government, erected by the people, those who 
administer it responsible to the people ; and itself capable of being 
amended and modified, just as the people may choose it should be. It 
is as popular, just as truly emanating from the people, as the State 
governments. It is created for one purpose ; the State governments for 
another. It has its own powers ; they have theirs. There is no more 
authority with them to arrest the operation of a law of Congress, than 



OUTLINE OF THE EIGHTH-GRADE WORK 225 

with Congress to arrest the operation of their laws. We are here to 
administer a constitution emanating immediately from the people, and 
trusted by them to our administration. It is not the creature of the 
State government. ... I have not allowed myself, sir, to look beyond 
the Union, to see what might lie hidden in the dark recess behind. I 
have not coolly weighed the chances of preserving liberty when the 
bonds that unite us together shall be broken asunder. I have not 
accustomed myself to hang over the precipice of disunion, to see 
whether, with my short sight, I can fathom the depths of the abyss 
below ; nor could I regard him as a safe counsellor in the affairs of 
this Government, whose thoughts should be mainly bent on consider- 
ing, not how the Union may be best preserved, but how tolerable might 
be the condition of the people when it should be broken up and de- 
stroyed. While the Union lasts we have high, exciting, gratifying 
prospects spread out before us, for us and our children. Beyond that 
I seek not to penetrate the veil. God grant that in my day at least 
that curtain may not rise ! God grant that on my vision never may be 
opened what lies behind ! When my eyes shall be turned to behold 
for the last time the sun in heaven, may I not see him shining on the 
broken and dishonored fragments of a once glorious Union : on States 
dissevered, discordant, belligerent ; on a land rent with civil feuds or 
drenched it may be in fraternal blood ! Let their last feeble and lin- 
gering glance rather behold the gorgeous ensign of the Republic now 
known and honored throughout the earth, still full high advanced, its 
arms and trophies streaming in their original lustre, not a stripe erased 
or polluted, not a single star obscured, bearing for its motto no such 
miserable interrogatory as, " What is all this worth ? " nor those other 
words of delusion and folly, "Liberty first and Union afterward" ; 
but everywhere spread all over in characters of living light, blazing on 
all its ample folds, as they float over the sea and over the land, and in 
every wind under the whole heavens, that other sentiment, dear to 
every true American heart, — Liberty and Union, now and forever, 
one and inseparable ! — Johnston, American Orations, I, 263-4, 281-2. 

12. Ancient and mediaeval slavery. Help students to under- 
stand to some degree what slavery is, and recall to their 
minds a general outline of its history as it has been traced 
through the grades. Help them to see that slavery is one of 
the great threads along which the world of business or labor 
has developed, and that it arises because one person compels 



226 OUTLINE OF HISTORY 

another to give him the fruits of his labor without reward, 
except what he eats, drinks, and wears. Remind them that 
in the ancient world, in a country like Egypt and Babylonia, 
only one man — the king — was thought to be entitled to 
entire freedom and complete possession of his property, and 
that all others might be compelled to give the fruits of their 
labor to him. Eecall to mind also that in Greece perhaps 
not more than one man out of every ten was a freeman, and 
that all others were slaves (mostly white slaves) and re- 
ceived no compensation for their work save food, clothing, 
and shelter, while the freemen enjoyed the fruits of their toil. 
Show that even the greatest thinker of Greece — Aristotle 
— taught that the system for one man to serve another as 
his slave was entirely right and proper, and ought to exist 
throughout the world of industry. Eecall further that Eome, 
though built at first mostly by plain and independent free- 
men, and becoming the mightiest power of the ancient world, 
decayed and fell, largely because her citizens became un- 
willing to work and spread slavery (mostly white slaves) 
throughout her vast empire. Lastly, remind the students 
that all through the Middle Ages (say from 300 to 1500 a.d.) 
slavery in one form or another spread throughout western 
Europe, notwithstanding the intense love the Teuton as a 
race had for individual liberty. 

13. Beginning of modern slavery. With the brief history of 
slavery throughout the ancient world, and down to the days 
of Columbus, in mind, help pupils to see that with the in- 
vention of the compass, the spreading of commerce on the 
Atlantic Ocean, and the discovery of the New World, a new 
impulse was given to slavery ; that there was opened up a 
vast new field into which slavery could spread; and that the 
buying and selling of slaves became a very profitable business 
for both European nations and the American colonies to en- 
gage in. Show them that black slaves gradually took the place 



OUTLINE OF THE EIGHTH-GRADE WORK 227 

that had been occupied in the ancient and mediaeval world 
by white slaves, and that the African continent became the 
great source of the slave supply. Follow with them the 
growth of the slave trade as through the sixteenth, seven- 
teenth, and eighteenth centuries it spread from the West 
India Islands in every direction through the tropical regions 
of the western hemisphere, where soil and climate were 
favorable and white labor scarce and high, and help them 
to follow its development from the Spanish colonies on into 
the English colonies from 1607 to 1776. Show them how, 
in this period of nearly three centuries, negro slaves were 
captured on the coast of Africa, brought to the West India 
Islands and the American colonies, and exchanged for mo- 
lasses, sugar, rum, tobacco, and other products. 

14. Slave trade. Give pupils a general picture of the 
hunting, capturing, and enticing of the negroes upon ships, 
and their transportation across the ocean. Picture a slave 
ship, several decks high, about three feet ten inches "be- 
tween decks"; men and women lying with feet outward, 
chained to the deck, the space given to each person five feet 
long and sixteen inches wide, — in which condition they 
sometimes remained for eight months and more, while being 
collected on the African coast and brought across the ocean. 
Have the pupils judge something of the effect that shipping 
these slaves through the heat of the tropics, closely packed 
and chained together as they were, would have upon the 
death rate and therefore upon the price of slaves in the 
American colonies. Have them see further that in this 
slave trade not one nation, or one section of the American 
colonies, but several nations, and all sections of the colonies 
(North, Center, and South) were engaged, — Holland, Spain, 
England, France, New England, New York, Virginia, Mary- 
land, the Carolinas, and Georgia. All alike, in the capaci- 
ties in which they could derive most profit, were equally 



228 OUTLINE OF HISTORY 

responsible for the presence of slavery in America, — some 
engaged in bringing in foreign slaves, others engaged in sell- 
ing them throughout the states and territories ; some, as time 
went on, engaged in raising slaves for the market ; while the 
number of owners and overseers grew ever larger and larger. 

15. Early abolition sentiment. Recall to pupils the spirit 
of freedom which animated the American colonists at the 
period of the Declaration of Independence and help them, 
in the light of that spirit of freedom, to interpret the 
complaint which the original draft of the Declaration of 
Independence made against the English king for thrusting 
slavery upon them (see Appendix, p. 301). Show them the 
disfavor with which the leading American statesmen — 
Jefferson, Washington, Franklin, and others — regarded 
slavery at the time when the American colonies became free 
of England and began to work out their great constitutional 
documents, such as the Articles of Confederation, the Ordi- 
nance of 1787, and the Constitution of the United States. 

16. National and state control of slavery. Point out to 
pupils that the Articles of Confederation say nothing directly 
on the subject of slavery; that the Ordinance of 1787 
(Art. 6) spread freedom forever over the territory northwest 
of the Ohio and extending to the Mississippi ; and that the 
Constitution of the United States places certain powers over 
slavery in the hands of the national government and leaves 
certain other powers in the hands of the state governments. 
The national government, for example, may count, besides 
all free men, three fifths of the slaves as one factor in 
determining how many persons shall go to the national 
House of Eepresentatives from each state (United States 
Constitution, Art. I, Sec. 2, clause 3) ; the national govern- 
ment may, after 1808, stop everybody from shipping slaves 
into the United States (United States Constitution, Art. I, 
Sec. 9, clause 1) ; the national government may have its own 



OUTLINE OF THE EIGHTH-GRADE WORK 229 

home, — the District of Columbia, — slave or free, as soon 
as it moves into it in 1800 (United States Constitution, 
Art. I, Sec. 8, clause 17) ; the national government must, 
through its officers, catch runaway slaves escaping into a 
free state and return them into bondage (United States 
Constitution, Art. IV, Sec. 2, clause 3). The state govern- 
ments, on the other hand, or any individual, may bring in 
slaves to the United States from foreign countries from 
1789 to 1808, that is for about twenty years after the forma- 
tion of the Constitution (United States Constitution, Art. I, 
Sec. 9, clause 1) ; the people living in states where slavery 
is allowed may buy and sell slaves from one state to another 
just as they choose. Any state might free its slaves if it 
desired to do so, or hold them as long as it wished ; the 
punishment of slaves living in states, their marriage, 
divorce, and arbitrary separation were under the control of 
the state governments. 

17. Slavery in public territory. Help pupils to see that 
when the American nation was a mere fringe of thirteen 
states lying on the Atlantic coast, and when there was but 
little settlement in the public lands of the West, the ques- 
tion as to the amount of power over slavery which could be 
exercised by the states on one hand, and by the nation on 
the other, gave almost no trouble, and it was generally felt 
at that time that slavery would gradually disappear from 
the United States. Now help them to see that with the 
spreading of the national territory toward the West by the 
Louisiana Purchase (1803), the treaty with Spain (1819) 
giving Florida and the claims of Spain in the Northwest 
into the hands of the national government, the treaties with 
Eussia and England ceding northwestern claims to the 
United States, and finally the treaties with Texas and Mex- 
ico increasing by vast blocks of territory the possessions of 
the American nation in the Southwest and extending to the 



230 OUTLINE OF HISTORY 

Pacific Ocean, the question arose and became intense as to 
whether the national government or the local governments, 
i.e. territories developing into states, should determine 
whether slavery should be permitted to spread over this 
new territory. 

18. America's great instrument of liberty. Now recall to 
pupils that one of the greatest instruments for working out 
the problem of human freedom in American history has been 
the American Congress, just as the English Parliament has 
been the instrument through which England has worked out 
her great steps in freedom. Lead them to recall how Congress 
is made up, — that each state has two senators, and is there- 
fore equal in power in the United States Senate ; and that 
in the House of Representatives each state has power ac- 
cording to its population, counting from 1789 to 1863 all 
white people and three fifths of the slaves. Now show them 
that the original thirteen states were almost equally balanced 
on the slave question in the Senate, there being six states — 
Maryland and all others south — whose institutions, chiefly 
on account of a warm climate, tended more and more toward 
slavery ; while in seven states — Pennsylvania and all others 
to the north — slavery, by reason of a colder climate and, 
as we have seen, growing opportunity for commerce and 
manufacture, was gradually disappearing. Follow now with 
them the growth of the population as it gradually moves 
westward, expanding into new territories and states, ever 
increasing the number of both senators and representatives, 
thereby making Congress a more powerful body in shaping 
the institutions of the country, and help them to see the 
growing struggle on the subject of slavery as it developed 
in the United States Congress. 

19. The balance of power between slavery and freedom. Help 
pupils to trace on the map the Mason and Dixon line and 
the Ohio Eiver as the dividing line from the Atlantic Ocean 



OUTLINE OF THE EIGHTH-GRADE WORK 231 

to the Mississippi between slave and free states, and note the 
order of admission of new states, as the balance of power 
between slave and free interests was carefully maintained 
in the United States Senate. Already familiar with the 
original thirteen states, seven free and six slave, follow the 
coming in of new states to the Union : Vermont, 1791, free ; 
Kentucky, 1792, slave; Tennessee, 1796, slave; Ohio, 1802, 
free ; Louisiana, 1812, slave ; Indiana, 1816, free ; Missis- 
sippi, 1817, slave; Illinois, 1818, free; Alabama, 1819, 
slave, — making in all, by 1819, eleven free and eleven 
slave states. 

20. Missouri Compromise. Now, with this vast field of 
cheap lands and unorganized territory west of the Missis- 
sippi River spread before the view of the pupils, and with 
two streams of civilization — one free and the other grow- 
ing stronger and stronger slave — wishing to cross over 
and enter these lands, help them to see that the great prob- 
lem for the United States Congress to settle is, whether this 
vast western territory, which the stream of civilization has 
just reached, shall be given over to the institutions of free- 
dom or to the institutions of slavery, or shall be divided 
between the two. Help the pupils in imagination to enter 
into Congress at this time (1820), see the size both of the 
Senate and of the House of Representatives, and imagine 
the different interests represented, — the agricultural in- 
terests of the planters, as their tobacco, rice, sugar, and 
cotton plantations, cultivated by ignorant labor, spread 
over the South, exhaust the soil, and continually seek new 
fields in the West ; and the agricultural, shipping, and 
manufacturing interests of the North, stimulating free labor 
and making it a region not of one line of industry but of 
many. With these two streams of civilization, both strug- 
gling for the West, pictured to the minds of pupils, together 
with the great leaders of each section, equally sincere in 



232 OUTLINE OF HISTORY 

their view of the desirability of carrying slavery into the 
new territory or keeping it out, help them to enter into the 
spirit of the debate in both houses of the national legis- 
lature in 1820, and see the result of the discussion, — 
Missouri, in 1820, allowed to come in as a slave state on 
condition that Maine be permitted to come in as a free state, 
the balance of power between slave and free states in the 
Senate being thereby still kept up. Help the pupils further 
to see the dividing in this same compromise of all the 
remaining lands of the Louisiana Purchase between the 
slave and free interests, and have them trace out on map 
the extent of land received by each section, and observe 
that the slave interest of the South received but a compara- 
tively small triangle of land, extending from 36i degrees 
north latitude southward to Louisiana and westward to the 
boundary line of 1819, while the free interest of the North 
received a vast territory, stretching from 36^ degrees north 
latitude to the Eocky Mountains in the West and to the 
forty -ninth parallel in the North. 

21. Expansion of slavery in the Southwest. With this 
first great battle over slavery — the Missouri Compromise — 
already fought in 1820, and the western lands to the Rocky 
Mountains divided by the national government between the 
two great powers, slave and free, help pupils to follow 
the mighty wave of industry as it moved westward from the 
Mississippi toward the Rocky Mountains, the struggle for 
land and political control ever growing intenser between 
the slave and the free states. Help them to see the expan- 
sion of the cotton fields in the South and Southwest, say 
from 1820 to 1850, under the powerful influence of the cotton 
gin ; to note the growing demand for slaves and their rapid 
increase, the rise in the price of slaves, their importation 
(even though prohibited in 1807) from Africa and the West 
Indies, the slave-breeding farms in the border states, the 



OUTLINE OF THE EIGHTH-GRADE WORK 233 

slave markets in the South and especially that in the 
national capital (Washington, D.C.), the exportation of cot- 
ton to foreign countries, — until the property invested in 
slaves was more than a billion dollars by 1860, and the 
Southern planter became the cotton king of the world. 

22. Change in slave sentiment. With this rapid develop- 
ment of the cotton industry in mind, help pupils to see how 
the institution of slavery, instead of growing weaker and 
dying out, as had been hoped and expected by such men as 
Washington and Jefferson, became ever stronger, and that 
the South came to regard slavery not as an evil institution 
to be tolerated, but, as Aristotle had said in olden times, as 
a natural and proper institution in the world of labor, and 
one to be fostered and developed, not only for the sake of 
the freeman but likewise for the sake of the slave. 

23. Northern forces of civilization. Now help students, 
just as they saw that the mighty influence of the cotton 
gin (beginning in 1793) directed the institutions of the South 
into agriculture, to see that the power of steam (beginning on 
the Western waters in 1811) quickened the life and shaped 
the institutions of the North into steam hammers, steam- 
ships, engines, railroads, thrashing machines, and thousands 
of mills propelled by steam. Thus show them that the ex- 
panding life of the North was not only developing in agri- 
culture (as was almost entirely the case in the South) but 
likewise in shipping and manufacturing, and instead of grow- 
ing up in isolated localities, as on the Southern plantations, 
the Northern life was being woven on one vast loom into a 
great national consciousness of free institutions, springing 
up into cities, villages, townships, counties, territories, states, 
— all expanding through the sentiment of Union and all 
furnishing the opportunity for each man to enter freely 
into the new West and to become a vital factor in develop- 
ing its industries, religion, social order, education, and laws. 



234 OUTLINE OF HISTORY 

24. Humanitarian growth. As a next step, have pupils 
see that wealth is not only increasing in numerous lines 
in the North, but rapidly spreading into the hands of all 
classes of people ; that wealth produces leisure ; leisure, 
books ; books, schools ; schools, libraries, literature, art, and 
a general desire for culture, — and that out of this grows 
a broader and more sympathetic feeling between all classes 
of mankind, expressing itself in prison reform, hospitals, 
the struggle for the right of petition for slaves, the rise of 
abolition societies, and in general in a broader sympathy for 
the unfortunate and downtrodden of whatever color or class. 

25. The growth of sectionalism. Thus have pupils see the 
ever-broadening gulf between the two currents of civiliza- 
tion struggling to shape the institutions of the American 
nation : one — the South — frankly and openly avowing that 
labor should be performed by the many and that the fruits 
of labor should be enjoyed by the few; the other — the 
North — believing in the dignity and nobility of labor, 
whether of brain or hand, and advocating that the fruits of 
labor justly belong to all engaged in producing it. And with 
these two diverse streams of civilization in the minds of 
pupils, help them still to follow the struggle for power that 
went on in Congress from the time of the Missouri Com- 
promise (1820) down to the more passionate struggle and 
the more difficult compromise of 1850, the " Omnibus Bill." 

26. Sectional questions. Help students now to see in this 
thirty years' period of American history (1820-1850) some 
of the great questions which arose pertaining to slavery : 
the rapid movement of civilization toward the West under 
the impulse of foreign immigration and the easy travel 
made possible by the railroads ; the acquisition of new terri- 
tories both North and South, such as Texas in 1845, Oregon 
in 1846, California in 1848 ; the right of petition for slaves, 
fought for and won by John Quincy Adams in the United 



OUTLINE OF THE EIGHTH-GRADE WORK 235 

States Congress (1844) ; the returning by national govern- 
ment officers of fugitive slaves, escaping into a free state, 
to their masters ; the existence of both slavery and the 
slave trade in the District of Columbia; and the imme- 
diate question of determining whether the lands, newly 
acquired from Mexico and now struggling for admission 
into the Union, should be admitted as free or as slave states. 

27. Growing gloom and doubt. Help students to surround 
themselves with the atmosphere of the time by having them 
see the American nation, extended now (1850) to the Pacific 
coast, stirred with passion and doubt as never before on the 
question of whether the United States was in reality one 
nation with one national life and purpose, or two nations ; 
and whether the national government could continue to 
adjust its difficulties on the question of slavery by compro- 
mise, as it had done from the day of its birth down to the 
present time, or must divide into two nations, the one slave 
and the other free. 

28. Illustrative material. With this feeling of public con- 
cern and passion of the American people on the question of 
slavery in the minds of the pupils, and noting the fact that 
the great leaders such as Henry Clay, Daniel Webster, and 
John C. Calhoun were, as old men, still in Congress seeking 
to settle forever all of the questions on slavery which had 
been accumulating for two generations, help them to study 
the provisions of the Compromise Bill (1850), and likewise 
to interpret the following quotations : 

Governor Crittenden (Kentucky), Message to Legislature : 

Dear as Kentucky is to us, she is not our whole country. The 
Union, the whole Union, is our country ; and proud as we justly are 
of the name of Kentuckian, we have a loftier and more far-famed title, 
that of American citizen. 

Kentucky will stand by and abide by the Union to the last, and she 
will hope that the same kind Providence that enabled our fathers to 



236 OUTLINE OF HISTORY 

make it will enable us to preserve it. — National Intelligencer, Wash- 
ington, January 10, 1850. 

Governor Floyd (Virginia), Message to Legislature : 

The terms of deep and bitter reproach which the fanatics of the 
North heap upon the South . . . are not to be reconciled with a 
simple desire to exclude slavery from the territories, which is their 
avowed object. . . . They have either resolved to dissolve the Union, 
or, believing that the South has not the spirit to resist, have determined 
to invade the sanctuary of our homes and liberate our slaves. — Alex- 
andria Gazette, Virginia, December 5, 1849. 

Governor Seabrook (South Carolina), Message to Legis- 
lature : 

It is, perhaps, unnecessary to assure you that South Carolina must, 
hereafter, exist as a military people. The history of our country for the 
last ten years affords abundant proof that, as long as the Union en- 
dures, there is to be no peace for the slaveholder. An eternal warfare 
against his rights of person and property, under the associated influ- 
ence of the people and the states of the North, and the central power, 
has been solemnly and deliberately decreed. For this reason it is essen- 
tial that the community of which he is a member should be prepared, 
at any moment, for every emergency. — National Intelligencer, Wash- 
ington, December 7, 1849. 

The following quotations are extracts collected from 
the Congressional Globe, 1st Session, 31st Congress, from 
speeches of senators and representatives on the question 
of Union and Disunion. 

Robert Toombs (Georgia), House of Representatives, 
December 13, 1849: 

I do not then hesitate to avow before this house and the country, 
and in the presence of the living God, that if by your legislation you 
seek to drive us from the territories of California and New Mexico, 
purchased by the common blood and treasure of the whole people, and 
to abolish slavery in this district, thereby attempting to fix a national 
degradation upon half the states of this confederacy, I am for disunion ; 
and if my physical courage be equal to the maintenance of my con- 
viction of right and duty, I will devote all I am and all I have on earth 
to its consummation. 



OUTLINE OF THE EIGHTH-GRADE WORK 237 

The territories are the common property of the people of the United 
States, purchased by their common blood and treasure. You are their 
common agents ; it is your duty, while they are in a territorial state, 
to remove all impediments to their free enjoyment by all sections and 
people of the Union, the slaveholder and the non-slaveholder. — Cong. 
Globe, Part I, p. 28. 

Chauncy F. Cleveland (Connecticut), House of Represent- 
atives, December 13, 1849: 

The sin of disunion is one that will not be forgotten or forgiven. 
These gentlemen seem to suppose that the North would be the only 
sufferer by a dissolution of the Union. These gentlemen are mistaken. 
The states proposing secession bear the same relation to the Union 
that a limb does to the body. Amputation would disfigure and injure 
the body, but the limb would perish. — Cong. Globe, Part I, p. 29. 

Edward D. Baker (Illinois), House of Representatives, 
December 13, 1849 : 

Sir, in the name of the men of the North so rudely attacked, and 
speaking what I know to be their sentiment, I say, a dissolution of the 
Union is, must be, shall be, impossible, so long as an American heart 
beats in an American bosom, or the Almighty sends His wisdom and 
His goodness to guide and to bless us. — Cong. Globe, Part I, p. 29. 

H. W. Hilliard (Alabama), House of Eepresentatives, 
December 12, 1849 : 

I say to him [Mr. Allen, of Massachusetts] and to this whole house, 
that the Union of these states is in a great peril. It has been precipi- 
tated into this condition by an utter oblivion, on the part of gentlemen 
representing the non-slaveholding states, of the feeling and purpose of 
the people of the southern portion of this confederacy in regard to the 
threatened encroachment on their rights. I have never known through- 
out the entire southern country so settled and deep a feeling upon the 
subject to which I have referred — the attempt to exclude slavery from 
the territories of the United States — as now exists there, and I solemnly 
declare — speaking from a thorough acquaintance with that people, a 
people among whom I was born and have been brought up — that if 
this legislation is to be persisted in, this Union cannot stand. — Cong. 
Globe, Appendix, Part I, p. 33. 



238 OUTLINE OF HISTORY 

Jeremiah Clemens (Alabama), Senate, January 10, 1850: 

The value of this slave property in the Southern states exceeds 
$900,000,000. No people ever existed, or ever will exist, who would 
consent to the destruction of this vast wealth without a long and 
desperate struggle. 

Suppose we had no motive to resist abolition agitation save the 
powerful one of protecting our property ; would you, if the picture 
were reversed, hesitate one moment about the adoption of the most 
extreme measures ? — Cong. Globe, Appendix, Part I, p. 52. 

Jeremiah Clemens (Alabama), Senate, January 10, 1850 : 

I have no threats to make, they are out of time and place ; but I tell 
you, more in sorrow than in anger, not only that you must pause, but 
you must retrace your steps. The guarantees of the Constitution must 
be respected, and its promises held sacred, or the most weak and timid 
man in the state I in part represent, would scorn your alliance and 
shatter your Confederacy. Indeed, I do not know but what it is now 
too late, and that this Union, over which you have preached so much, 
and about which so many eloquent sentences have been framed, is 
already at an end. — Cong. Globe, Appendix, Part I, p. 54. 

Edward Stanley (North Carolina), House of Representa- 
tives, March 6, 1850. 

Invoking the protection of the great Jehovah for our whole coun- 
try, I say, this Union cannot be, shall not be, destroyed. Those whom 
God hath joined together, no man, or set of men, can put asunder. 
Cong. Globe, Appendix, Part I, p. 345. 

The following quotations are extracts from editorials 
taken from Southern newspapers by the National Intelli- 
gencer, Washington, February 9 to February 16, 1850. 

A continuance of the Union as it is will ruin us politically and 
pecuniarily, and corrupt us morally ! . . . In the event of secession 
the South, profiting by the experience of the past, with a common 
interest binding them together with hooks of steel, with free trade 
with all the world, and her peculiar institutions undisturbed, may 
unite in a Southern Confederacy without convulsion, and pursue her 
manifest destiny, her onward march to greatness and glory, the 
admiration if not the envy of the world. — South Carolina Telescope. 



OUTLINE OF THE EIGHTH-GRADE WORK 239 

Will quiet submission, humble remonstrance, or empty menace, 
vindicate her honor, defend her rights, or restore harmony to a dis- 
tracted and crumbling Union ? No ! The experience of twenty years 
answers, No ! Continued indulgence is cowardice, and yet to forbear 
is treachery to the South, our home, our country, and our freedom. 
Let us not reluctantly choose between the alternatives presented of 
union, infamy and ruin, on the one hand, or disunion on the other. 
Give us the latter ; the sooner the better. — The Spartan, Spartan- 
burg, South Carolina. 

It is the manifest interest of the South to dissolve the Union. She 
is now suffering and has suffered, more injuries from the North than 
the colonies suffered from Great Britain, and a second declaration 
would rehearse more oppressions than Mr. Jefferson's. What is a tax 
on tea and stamps compared with the enormous burdens now levied on 
the agriculture and commerce of the South? — Wilmington Aurora, 
North Carolina. 

Should the question be put to-morrow for dissolution, we firmly 
believe that, from the granite hills of New England to the cane fields 
of Louisiana, from the storm-beaten coasts of the Carolinas to the 
shores of the calm Pacific, there would go up to Heaven one universal 
shout of No, that would hush forever all murmur of opposition. — 
New Orleans Picayune, Louisiana. 

Members of the present Congress dare to proclaim that they will 
dissolve the Union ! Not one of them has a right to speak of the dis- 
solution of the Union. Not one of them can pledge the South or the 
North, the East or the West, to any such thing. They have no such 
function. The South adores the Union. She has proved faithful time 
and again. — Louisiana Gazette. 

Whatever may be said and done in other states, Kentucky will 
stand by the Union. — Mount Sterling Whig, Kentucky. 

We consider any man who advocates a dissolution of the Union as 
much a traitor to the country as was Benedict Arnold — and we care 
not whether his location be north or south of Mason and Dixon's line. 
— Baltimore Clipper, Maryland. 

We are bound to the South by the strongest ties, — birth and edu- 
cation ; but we love the Union too well to harbor for a moment a 
thought of its destruction. — Brandon Republican, Mississippi. 



240 OUTLINE OF HISTORY 

It would be an outrage upon the rights of the people of California 
for our national legislature to attempt the exclusion of her as a state 
because her citizens choose to exclude the institution (slavery). — 
Augusta Chronicle and Sentinel, Georgia. 

Let others rage as they will, or calculate the value of the Union as 
they may, Maryland as one of the old thirteen states will cling to the 
Union to the last. It may be that faction will succeed in overthrowing 
the Union, but our state will have no hand in the unholy work. — 
Baltimore Clipper, Maryland. 

29. National control of slavery. Briefly review with pupils 
the history of national slave control since the formation of 
the Constitution, and help them to see that one of the great- 
est questions running through the entire course of Ameri- 
can history up to the Civil War was whether the national 
government or the local governments should have the right 
to control slavery in the public territory. Recall to their 
minds that in the Ordinance of 1787 the national govern- 
ment had complete control over slavery in the public domain 
and excluded it from the Northwest Territory ; recall also 
that a generation afterwards the national government in 
the Missouri Compromise legislation (1820) carried out the 
same policy by excluding slavery from the northern por- 
tion of the Louisiana Purchase and allowing it in the 
southern ; and further help pupils to see that in the legis- 
lation of 1850 (the "Omnibus Bill") the national govern- 
ment, under the influence of the interests of the South, began 
to change its policy by organizing two territories, Utah and 
New Mexico, out of a part of the great body of land received 
at the close of the Mexican War, and giving the people 
moving into these territories the right to decide for them- 
selves, when they entered the Union as states, whether they 
would establish in them slave institutions or free. 

30. ' ' Omnibus ' ' legislation and geographic conditions. Study 
with pupils the geographic conditions, — the climate, soil, 



OUTLINE OF THE EIGHTH-GRADE WORK 241 

rainfall, mountains, rivers, valleys, minerals, — and lead 
them to judge whether the territories of Utah and New 
Mexico would rapidly develop into states and become agri- 
cultural and slaveholding like the South, or whether they 
would develop mining and manufacturing industries and 
become free states like the North. Lead them further to 
judge whether the balance of power between slave and free 
institutions so long maintained in the Senate, as we have 
seen, could still be kept up, or whether one power would 
finally overbalance the other and become complete master 
throughout the nation. 

31. Kansas-Nebraska Bill. Recall to pupils, from map, 
that the northern portion of the Louisiana Purchase, Kansas 
and Nebraska, was still, in 1850, public territory, which, by 
the Missouri Compromise legislation of 1820, was forever to 
remain free. Now since Utah and New Mexico had just 
been allowed by the legislation of 1850, the " Omnibus 
Bill," to decide for themselves whether or not they would 
have slavery, let them debate the question whether the legis- 
lation of 1820 (the Missouri Compromise), keeping slavery 
out of the northern portion of the Louisiana Purchase, 
should be overturned, and the people now rapidly moving 
into the territory of Kansas and Nebraska be given the 
same privilege just extended to Utah and New Mexico, of 
deciding for themselves whether or not they would have 
slavery ; and help them to realize what the results might be 
when by the Kansas-Nebraska Bill, passed through Congress 
in 1854, all of the remaining territory of the Louisiana 
Purchase was opened to slavery if the people moving in 
chose to have it. Lead the students to enter into the spirit 
of the times which this legislation brought about, by a study 
of the larger features of the Lincoln-Douglas debate of 1858. 

32. Dred Scott Decision. Thus, with all the national public 
territory opened to slavery if the people of the particular 



242 OUTLINE OF HISTORY 

localities settling therein desired it, and with the slave 
interests dominant in the national legislature, help pupils 
to understand a further step towards slavery when the 
Supreme Court, the highest authority in the nation, in 
1859, by the Dred Scott Decision, opened to slavery, tem- 
porarily at least, not alone all the public territory of the 
United States but the ent ire 'territory of the nation. 

Briefly describe the national court system (see United 
States Constitution, Art. Ill), and as an example of the 
influence which the decisions of the Supreme Court may 
have upon the daily life and institutions of the people, study 
the Dred Scott case and lead students to judge what was 
the effect of this decision in increasing throughout the en- 
tire nation the already very intense feeling on the slavery 
question. 

33. Fugitive slave law. Study with pupils the provision of 
the Constitution of the United States, Article IV, Section 1, 
clause 3, and also review the fugitive slave provisions of 
the " Omnibus Bill," — both guaranteeing that when a slave 
ran away from his master into a free state, the national 
officers in the state would catch the fugitive and return him 
into bondage ; and have them discuss impartially whether 
this promise made by the fathers of the Constitution, such 
as Washington, Hamilton, Jefferson, and Adams, should still 
be faithfully carried out by their sons, such as Clay, Web- 
ster, Calhoun, Lee, and Douglas. Help them to see the 
great difficulty of justly settling this problem, — the South 
standing still or holding to the past, the North moving 
rapidly forward and pointing to the future ; the South 
standing by the states, the North standing by the nation; 
the South demanding with firmness that it was the nation's 
duty to enforce the provision according to the original 
promise made two generations before and return the fugi- 
tive slave, the North with an ever-expanding feeling of 



OUTLINE OF THE EIGHTH-GRADE WORK 243 

sympathy for all classes of humanity calling aloud to the 
nation with Lowell, 

New occasions teach new duties ; Time makes ancient good uncouth ; 
They must upward still and onward, who will keep abreast of Truth ; 
Lo, before us gleam her camp-fires ! we ourselves must Pilgrims be, 
Launch our Mayflower, and steer boldly through the desperate winter 

sea, 
Nor attempt the Future's portal with the Past's blood-rusted key. 

34. The crisis. Help pupils to feel the opposing currents 
of these two mighty streams of civilization, slave and free, 
each confident of the justness of its cause, each determined 
to mold the nation to its view, each equally sincere, speak- 
ing in a thousand tongues, — unrequited toil, poem, petition, 
law, literature, Congress, town meeting, local assemblies, 
pulpit, press, and platform, — the most powerful tongue of 
all that of the voiceless slave; and thus have the pupils 
see the American nation, standing at the end of a long road 
of seventy years, having attempted to build a national life 
by means of compromise, arrive at the beginning of the 
third generation of its existence, to find that compromise 
on so great a principle as human freedom is impossible, 
and that America must be a nation either "all slave or 
all free." 

35. Illustrative material. Help students to see again the 
effort made by the Supreme Court, in the Dred Scott Deci- 
sion, to settle the question of the rights and legal standing 
of the slave by deciding that, notwithstanding the equality 
of all men as set forth by the Declaration of Independence, 
and notwithstanding three fifths of the negroes had been 
counted ever since the Constitution was formed in making 
up the number of representatives in Congress, the slave was 
a creature that had no rights which the white man was bound 
to respect ; and lead them, with this in mind, to picture the 
agitation caused by this great question of human liberty, 



244 OUTLINE OF HISTORY 

rising like a mighty storm ready to burst upon the nation. 
Then help them to interpret the following quotations : 

Lincoln, speech before the Republican State Convention, 
Springfield, Illinois, June 16, 1858 : 

If we could first know where we are, and whither we are tending, 
we could better judge what to do, and how to do it. We are now far 
into the fifth year since a policy was initiated with the avowed object, 
and confident promise, of putting an end to slavery agitation. Under 
the operation of that policy, that agitation not only has not ceased, 
but has constantly augmented. In my opinion it will not cease until 
a crisis shall have been reached and passed. " A house divided against 
itself cannot stand." I believe this government cannot endure perma- 
nently half slave and half free. I do not expect the Union to be dis- 
solved ; I do not expect the house to fall ; but I do expect that it will 
cease to be divided. It will become all one thing, or all the other. 
Either the opponents of slavery will arrest the further spread of it, 
and place it where the public mind shall rest in the belief that it is in 
the course of ultimate extinction ; or its advocates will push it forward 
till it shall become alike lawful in all the States, old as well as new, 
North as well as South. — Johnston-Woodburn, American Orations, 
Vol. Ill, pp. 168-169. 

William H. Seward, speech at Rochester, New York, 
October 25, 1858: 

Shall I tell you what this collision means ? They who think it is 
accidental, unnecessary, the work of interested and fanatical agitators, 
and therefore ephemeral, mistake the case altogether. It is an irre- 
pressible conflict between opposing and enduring forces, and it means 
that the United States must and will, sooner or later, become either 
entirely a slave-holding nation, or entirely a free-labor nation. Either 
the cotton and rice fields of South Carolina and the sugar plantations 
of Louisiana will ultimately be tilled by free labor, and Charleston 
and New Orleans become the marts of legitimate merchandise alone, 
or else the rye fields and wheat fields of Massachusetts and New York 
must again be surrendered by their farmers to slave culture and the 
production of slaves, and Boston and New York become once more 
markets for trade in the bodies and souls of men. — Johnston-Wood- 
burn, American Orations, Vol. Ill, pp. 201-202. 



OUTLINE OF THE EIGHTH-GRADE WORK 245 

President Buchanan, passages from the Annual Message 
of December, 1860: 

How easy it would be for the American people to settle the slavery- 
question forever, and to restore peace and harmony to this distracted 
country ! They, and they alone, can do it. All that is necessary to 
accomplish the object, and all for which the slave States have ever con- 
tended, is to be let alone and permitted to manage their domestic in- 
stitutions their own way. As sovereign States, they and they alone 
are responsible before God and the world for the slavery existing 
among them. For this the people of the North are not more respon- 
sible, and have no more right to interfere, than with similar institu- 
tions in Russia or in Brazil. 

The question fairly stated is : Has the Constitution delegated to Con- 
gress the power to coerce a State into submission which is attempting 
to withdraw, or has withdrawn, from the Confederacy ? If answered 
in the affirmative, it must be on the principle that the power has been 
conferred upon Congress to declare and to make war against a State. 
After much serious reflection, I have arrived at the conclusion that no 
such power has been delegated to Congress or to any other department 
of the federal government. 

The fact is, that our Union rests upon public opinion, and can never 
be cemented by the blood of its citizens shed in civil war. If it cannot 
live in the affections of the people, it must one day perish. Congress 
possesses many means of preserving it by conciliation ; but the sword 
was not placed in their hand to preserve it by force. — Hart's Amer- 
ican History, told by Contemporaries, Vol. IV, pp. 196-198. 

President Lincoln, passages from the first Inaugural 
Address, March 4, 1861 : 

I hold that in contemplation of universal law and of the Constitu- 
tion, the Union of these States is perpetual. Perpetuity is implied, if 
not expressed, in the fundamental law of all national governments. 
It is safe to assert that no government proper ever had a provision in 
its organic law for its own termination. Continue to execute all the 
express provisions of our National Constitution, and the Union will 
endure forever, it being impossible to destroy it except by some action 
not provided for in the instrument itself. 



246 OUTLINE OF HISTORY 

I therefore consider that in view of the Constitution and the laws 
the Union is unbroken, and to the extent of my ability I shall take 
care, as the Constitution itself expressly enjoins upon me, that the 
laws of the Union be faithfully executed in all the States. ... I trust 
this will not be regarded as a menace, but only as the declared purpose 
of the Union that it will constitutionally defend and maintain itself. 

In your hands, my dissatisfied fellow-countrymen, and not in mine, 
is the momentous issue of civil war. The Government will not assail 
you. You can have no conflict without being yourselves the aggressors. 
You have no oath registered in heaven to destroy the Government, 
while I shall have the most solemn one to "preserve, protect, and 
defend it. " — Messages and Papers of the Presidents, Vol. VI, pp. 5-12. 

Jefferson Davis, passages from his Farewell Address to 
the Senate, J anuary 21, 1861 : 

It is known to Senators who have served with me here, that I have 
for many years advocated, as an essential attribute of State sovereignty, 
the right of a State to secede from the Union. Therefore, if I had not 
believed there was justifiable cause; if I had thought that Mississippi 
was acting without sufficient provocation, or without an existing neces- 
sity, I should still, under my theory of the Government, because of my 
allegiance to the State of which I am a citizen, have been bound by 
her action. I, however, may be permitted to say that I do think that 
she has justifiable cause, and I approve of her act. 

Then, Senators, we recur to the compact which binds us together ; 
we recur to the principles upon which our Government was founded, 
and when you deny them, and when you deny to us the right to with- 
draw from a Government which, thus perverted, threatens to be 
destructive of our rights, we but tread in the path of our fathers when 
we proclaim our independence, and take the hazard. This is done not 
in hostility to others, not to injure any section of the country, not even 
for our own pecuniary benefit ; but from the high and solemn motive 
of defending and protecting the rights we inherited, and which it is 
our sacred duty to transmit unshorn to our children. — Johnston- 
Woodburn, American Orations, Vol. Ill, pp. 320-329. 

The "withdrawal of the senators of the seceding states : 

On the twenty-first of January, 1861, the most impressive and pain- 
ful scene in the annals of the United States of America was witnessed 



OUTLINE OF THE EIGHTH-GRADE WORK 247 

in the Senate Chamber. The rumor had gone abroad that the senators 
of several of the states which had seceded were about to withdraw from 
the Senate. The chamber was filled with members and with those who 
had the privilege of the floor, and the galleries were crowded with 
spectators. Every state was present except South Carolina ; her sena- 
tors had not come to the capitol, but had sent in their resignation in 
writing before the session began, and, when the time came, the chairs 
of these senators were empty. The first state to turn its back upon the 
Union was Florida, one which had been among the latest to be wel- 
comed with open arms by the sisterhood of states ; it was also one of 
the weakest. . . . Alabama followed Florida, and Mississippi Ala- 
bama. The story of their griefs was told by these states in subdued 
and measured tones ; the time for threat and defiance had gone by ; 
the very parting itself had come, and the pain which wrung northerner 
and southerner alike was betrayed by twitching lips and by deep 
silence. 

Every eye and every ear was intent upon Jefferson Davis when he 
rose. He was not in good health, but to this alone could be attributed 
any faltering or agitation. There was none ; this was the crowning 
hour of his existence, and he approached the culmination of his life 
work with calmness and dignity. All his life long he had maintained 
the right of a state to withdraw from the Union, and this as an attri- 
bute of sovereignty coequal with the right under which she had entered 
into the Union. He was no nullifier; nullification implied union, and 
he was no unionist. To nullify was to parry, to palliate ; it was to con- 
fess a right, yet to avoid its obligations. Nullification and secession 
were incompatible principles. Davis neither parried, nor compromised, 
nor sulked ; he believed that the states were sovereign and unaccount- 
able, and where there had been aggression he would not acknowledge 
superior power, but he was for meeting aggression on the threshold 
by denying the superiority ; therefore, to Union he opposed dis-Union ; 
to aggression, resistance. . . . No one had the right to question or sit 
in judgment upon a sovereign, and unqualified obedience was the sole 
duty of the children of a state. This doctrine he had taught his people 
in season and out of season, and the hour had now come when he was 
reaping what he had sown. His eyes were beholding the success long 
striven for ; the states were going out ; he was seeing them take their 
departure ; he was hearing them say good-by ; and, above all, he was 
beholding the deep emotion of those who were left behind. His tone 
was not exultant, neither did his voice falter ; his manner was gentle, 
firm, determined. . . . 



248 OUTLINE OF HISTORY 

The departures from the House of Eepresentatives were mostly- 
signified by written missives, but there departure did not convey the 
intense and deeply moving force that it did in the Senate. For in the 
House it was Representatives merely who were turning their backs 
upon their fellows, but in the Senate it was sovereign states that were 
deserting the common hearth. The states were going out. All that 
ever had been feared, or derided as improbable, or defied as impos- 
sible, or talked against, written against, prayed against, — all this had 
actually come to pass, and in the visible physical forms of the depart- 
ing senators the states were leaving, never to return. Impenetrable 
gloom, foreboding, and thick darkness settled upon the Senate Cham- 
ber, and the soul was troubled : each man searched his heart to find if 
it were he who had dishonored his fathers, and had shortened the days 
of the land which the Lord his God had given him. The onlookers 
thought of Webster and his prayer, that his dying eyes, as they sought 
the sun, might not behold it shining upon a torn and rent land, and 
they cursed the hour in which they themselves were witnessing the 
dissolution of the Union. Woe worth the day ! — Eben Greenough 
Scott, Beconstruction during the Civil War, pp. 1-5. 

36. Geographical influences on the Civil "War. With two 
generations (from Washington down to Lincoln) of noble 
effort to build a Union on the principle of compromise, at an 
end, and with the nation divided into two great sections, 
help pupils now to see this manly and courageous people 
seize the last instrument left for settling their difficulties, 
— the instrument of war. Review briefly the geographical 
surroundings of the American people, and help pupils to 
judge whether the territory of the United States is fitted by 
natural conditions, like ancient Egypt or the Roman Empire 
around the Mediterranean, to develop into one great nation, 
or like modern Europe into several independent nations, 
such as Germany, France, Spain, and England. Lead them 
to see the uniting power of the vast Mississippi as it ex- 
tends its nourishing body, like Father Nile of olden times, 
through its entire valley from north to south, reaching out 
its arms on either side to grasp hands through the moun- 
tain passes with both the Atlantic and the Pacific, and thus 



OUTLINE OF THE EIGHTH-GRADE WORK 249 

help them to realize that the American people from ocean 
to ocean and from gulf to lake are fitted as are the people 
of no other continent to be bound into one united political 
body, and that any effort to divide them into two separate 
nations would be a constant fight against nature instead of 
a harmonious working with her. 

37. Theaters of war. With these general geographical 
conditions grasped by pupils, help them to work out more 
in detail the importance of possessing and controlling the 
great inland channels of commerce, such as the Mississippi, 
the Cumberland, the Tennessee, and the passes through the 
mountains leading from these rivers eastward into the 
regions close to the capitals of the two contending powers, 
Washington and Richmond. Help them to realize that these 
great river courses and mountain passes would be the natural 
roadways over which to transport troops, food, and im- 
plements of war, and would therefore be the regions most 
contended for by the opposing parties. 

38. Determining factors in warfare. Help students now to 
enter into the four years' war (1861-1865), and study with 
impartiality the motives, struggles, successes, failures, and 
final results of this mightiest war of modern time. Recall 
to them great struggles of the past which they have studied 
through the grades, — such as the struggles between the 
Persians and the Greeks, between Hannibal and the Romans, 
between Charles I and the English Parliament, between 
George III and the American colonies, — and lead them to 
say what they think are the ruling factors in great wars 
which determine, in the long run, which side shall win. 
Help them to see some of the chief forces and underlying 
motives which worked in the Civil War, and have them 
point out, as well as they can, some of the chief factors 
which gradually determined which one of the contending 
sides should gain the victory. Show them that in this war, 



250 OUTLINE OF HISTORY 

as in all great wars, the cause for which one fights is the 
greatest factor, and after this the money, men, and arms 
which each side can call to its assistance are not much less 
important factors in determining the final victor. 

39. Nationalizing and denationalizing influences. Briefly 
recall to pupils the chief causes of discussion and contention 
between the North and South as we have seen them gradu- 
ally develop in the two generations of the past from Wash- 
ington down ; recall that it was a discussion on the nature 
of the Union ; that in the first generation of American 
national life every section of the country had at times con- 
tended or implied that the Nation was composed of states, 
and that a state, if dissatisfied with what the central govern- 
ment was doing, could secede from the Union ; recall further 
that in the second generation many nationalizing influences 
bore the Northern life rapidly forward toward a strong feel- 
ing for the Union, but left the South, mainly for reasons of 
a warmer climate and slave labor, believing, as firmly and 
sincerely as it did two generations before, that the Constitu- 
tion was made by the states, and that a state had the right 
to secede from the Union if it chose. 

40. Causes for war. Thus help pupils to understand the 
opening cause for war, — the attempted secession of the 
states from the Union, — and have them see that in respect 
to the rightfulness and wrongfulness of secession, the one 
section was as sincere in its belief and as confident in the 
righteousness of its cause as was the other; have them also 
understand a further cause, although not openly avowed at 
the beginning of the struggle but nevertheless the most 
fundamental of all, and one as we have seen reaching back 
through the centuries, — the presence of slavery in the South. 
Recall to them that in the first generations of American 
colonial life slavery had been as widespread as the colo- 
nies, but had, as time went on, for climatic reasons mainly, 



OUTLINE OF THE EIGHTH-GRADE WORK 251 

narrowed down its life to the southern portions of the nation, 
where it was still (1860) as sincerely and firmly believed in 
as it had come to be condemned by the North. With these 
two great causes for the war, secession and slavery, in mind, 
lead students to see the effort at first, by means of war, to pre- 
serve the Union with slavery in it (1861-1863), and, after 
the Emancipation Proclamation (January 1, 1863), the effort 
to defend and preserve the Union with slavery banished 
from all states or parts of states attempting to withdraw. 

41. Financial resources of the North. Now help students 
to provide in imagination means for warfare — money, men, 
and arms — for the armies both North and. South as from 
year to year they contend with each other in ever fiercer 
battle. Follow the strong arm of the North as it reaches 
out and draws a mighty stream of tariff tax from every 
port on the Atlantic; lays an internal revenue tax through- 
out the entire North which pours a stream of money into 
the public treasury from every manufacturer of liquor ; taxes 
private citizens on all incomes of over eight hundred dollars 
a year ; obtains out of all of these resources gold and silver 
bullion from the exhaustless mines of the Rocky Mountains 
and the Pacific slopes, coins these into gold and silver coin, 
issues paper notes (" greenbacks "), issues bonds, sells them 
throughout the world, and reestablishes the United States 
Bank which had been such a financial tower of strength in 
the days of Hamilton and in the trying financial times after 
the War of 1812. Thus help the pupils to see the money 
resources of the North materializing in every direction and 
growing larger and larger as the war proceeds and the ex- 
penditures grow greater. 

42. Financial resources of the South. Now study with 
pupils the resources of the South for carrying on the war. 
Lead them to see that instead of the North's rapidly filling 
reservoir of wealth flowing from ship, factory, field, and 



252 OUTLINE OF HISTORY 

mine, the South had but a single resource, — agriculture. 
Help them also to understand that instead of streams of 
revenue, as tariff tax, pouring in from the Atlantic Ocean 
into the Southern ports from year to year, as was the case 
with the North, the Southern ports were blockaded and cut 
off from all commerce with the outer world by Northern 
ships which had rapidly been built and stationed at the har- 
bors of the South. Thus help pupils to see how the South, 
being shut in to herself, with no outside resources, with no 
gold or silver mines, with no manufacturers, with nothing 
to rely upon except enormous heaps of cotton, great hogs- 
heads of tobacco, barrels of sugar and barrels of rice, little 
of which could be sold, her resources grew less and less, 
until her bonds became worthless, her gold and silver, 
meager in quantity as it was, hidden away, and her credit, 
both at home and abroad, entirely destroyed. 

43. Military resources of the North. Now picture to pupils 
the human resources of the North, — men, women, and chil- 
dren. Have them see a population of twenty-two millions 
of people (constantly being swelled by a stream of sympa- 
thetic and freedom-hunting foreigners), stretching from the 
Pacific to the Atlantic, sending forth mighty hosts of free 
and self-reliant men as from year to year they answer the 
call for the army, and thousands of devoted and self-sacri- 
ficing women as they freely, with bandage and tender touch, 
give themselves to the service of the hospital and the tent, 
— still leaving millions of free men at the plow, in the shop, 
and in the mine, and millions of women and children in the 
home, at the loom, and in the school, all equally devoted to 
a cause for which they are willing to sacrifice their lives. 

44. Military resources of the South. Show pupils that 
while the North had a population of twenty-two millions, 
the South had a population of nine millions only, four 
millions of which were slaves ; show them that these slaves, 



OUTLINE OF THE EIGHTH-GRADE WORK 253 

though after the Emancipation Proclamation (January 1, 
1863) no longer under legal obligations to tend the planta- 
tions and support the families, continued to a large degree 
to do so faithfully while their masters were on the field of 
battle ; show them also that the Southern women, tender and 
gentle to all classes, gave themselves to hospital service, to 
superintending the plantations left almost without white 
men, and were as noble and self-sacrificing in the support 
of the cause to which they were devoted as were the women 
of the North. Lead pupils to see that, with the presence of 
slavery in the South and the ports closed, no stream of 
foreigners was flowing in from every country of Northern 
and Central Europe to replenish the Southern life, and that 
therefore the ranks of the Southern army were constantly 
thinning, until not only the young man from eighteen to 
thirty -five years of age but the boy of sixteen and the old 
man of sixty-five and seventy as well were called to the 
battlefield to defend the cause of secession and slavery, 
which the South still maintained as devotedly as the North 
maintained the cause of Union and freedom. 

45. Northern arms and equipment. Likewise help pupils 
to see that in the North the factories and foundries which 
had been growing up for two generations, introducing ma- 
chinery on the farms, through the mines, and in the shops, 
still continued to supply this machinery for the rapidly 
expanding life of the North, and in addition thereto drew 
from the boundless agricultural and mineral resources of 
the country material to supply the Northern army, of two 
million men and more, with blankets, clothing, camp equip- 
ment, cannons, swords, muskets, balls, and powder. 

46. Southern arms and equipment. Recall to pupils that 
the South had no developed mines and no great manu- 
factories to furnish military supplies, clothing, camp equip- 
ment, and the like, and help them to see that, as the war 



254 OUTLINE OF HISTORY 

progressed from year to year and the blockade tightened 
about her, the South was entirely cut off from all outside 
help and was compelled to gather her meager resources of 
iron and brass from home, shop, field, and church, melt 
them, manufacture them into implements of war, and de- 
vote them with ever-sparing hand to maintaining heroically 
her slowly losing cause. 

47. Final decisive factors. With a picture of this mighty 
struggle of four years in pupils' minds,. — with all its cruelty 
and crime ; its suffering, gentleness, and sympathy ; its 
courage, persistence, and hope ; its devotion, fear, and faith, 
— help them to sum up the determining forces and factors 
which influenced, shaped, and finally determined the out- 
come of this great war. Let them discuss, as well as they 
can, the two sides, and say with frankness why they think 
victory fell where it did. Help them to name some of the 
great leaders on both sides and sympathetically study their 
biographies, — as, for example, those of Alexander Stephens, 
Jefferson Davis, " Stonewall Jackson," and Robert E. Lee, 
in the South ; William H. Seward, Edwin Stanton, Thad- 
deus Stevens, Salmon P. Chase, Ulysses S. Grant, and 
Abraham Lincoln, in the North, — and have them see 
that, while there was a difference, and oftentimes a marked 
difference, in the material resources and number of men 
employed by the two sides in the war, in point of straight- 
forwardness of action and honesty of view the opposing 
parties were equally sincere in purpose and equally sure 
each that its own cause was right. 

48. Two points of view. Finally, help students to see that 
notwithstanding equal honesty and equal sincerity of view 
on the part of both the leaders and people, there was, never- 
theless, a great difference in breadth, depth, and loftiness of 
view : for example, Jefferson Davis, as the leader of the 
South, supported the right of local government, which had 



OUTLINE OF THE EIGHTH-GRADE WORK 255 

been for ages and was still very dear to the Anglo-Saxon 
race ; while Abraham Lincoln, as the leader of the nation, 
not only exalted the worth of local government but saw with 
rare wisdom that for local government to have its full value 
it must be subordinated to and guided by a strong central 
hand. Davis appreciated and supported the right of indi- 
vidual property when it was to be enjoyed by the white 
race ; but Lincoln, with a broader view and deeper sym- 
pathy, saw the injustice of depriving any human being in 
the world of a just reward for his labor. Davis lived among 
and supported lofty ideals of the home; but Lincoln, with 
a world-wide sympathy, saw that love of home and kindred 
is as universal as the human heart, and that the sacred- 
ness of the family is wholly independent of race or color 
of skin. Davis believed in a government based upon the 
consent of the well-born ; but Lincoln, with a broader view, 
believed in a government " of the people, by the people, 
and for the people." 

49. Summary view. Thus lead pupils to see that the 
views expressed by Davis on the rights of men as members 
of the state, the home, the laboring world, the social world, 
were not far from the views expressed and lived in the days 
of the fathers, but that the views held by Lincoln were 
the fathers' views clarified by two generations of national 
growth ; that they were not limited by North or South, 
East or West, race or social rank, but were the views of a 
world-wide seer, leading his people, who not in word alone 
but in very deed were seeking to show to the world that 
the fathers were right when they declared that all men are 
created equal (meaning equal in opportunity) and should be 
given the fullest opportunity to work out their happiness un- 
trammeled. Finally, help pupils to see that the war ended 
as it did because throughout the ages the world has been 
slowly moving toward freedom, and that Lincoln so clearly 



256 OUTLINE OF HISTORY 

saw and felt this mighty movement of the human race that 
he was able to become " a shepherd of mankind indeed, who 
loved his charge," and especially the American people, so 
sincerely that he was able to cement their broken lives into 
the freest and most perfect union yet devised by man. 

III. THE FRUITAGE OF AMERICAN NATIONALITY, 1865-1909 

1. Beginning of reconstruction. Now, with the war at an 
end, help pupils to realize the vast problems and great work 
which lay before the people of the nation as they gradually 
learned to join again into one great orderly government the 
life of states with nation and of nation with states. 

Picture the returning of the soldiers to their homes 
with scars of honor and emblems of heroism, sometimes 
with armless sleeve or hopping on crutches, and often with 
deep-set germs of disease contracted from exposure of the 
march, the field, and the prison. 

2. Economic progress in the North. Follow the Northern 
men as they inarch back to their plains, ranches, farms, 
orchards, forests, and mines, and observe the marvelous 
rapidity with which hundreds of thousands of men drop the 
sword and grasp the plow, inspired by 'a larger view of free- 
dom resulting from the war. With the bountiful natural 
resources of the country and a chance for property for every 
one, lead pupils to appreciate the rapid development of the 
North, aided by steam and electricity, until the entire coun- 
try, from California and the uttermost corner of the North- 
west to New England and New York, was laced from side 
to side with steam roads, electric roads, telegraph and tele- 
phone, her farms and plains alive with the hum and noise 
of steam machinery of all kinds, and her towns and cities 
dotted over with great factories and furnaces, leading the 
nation forward as in ancient time, — "a cloud by day, a 



OUTLINE OF THE EIGHTH-GRADE WORK 257 

pillar of fire by night," until now America has become en- 
tirely able in agriculture, commerce, and manufacturing, 
not only to supply her own people, but also to reach forth 
a bounteous hand in supplying the needs of the world. 

3. Condition in the South. Help pupils to imagine the 
Southern planter as he returns home, only to see his fields 
devastated by war, his plantation no longer cultivated by 
slaves, his home, which had been so dear to him, depleted 
of every comfort, and he compelled either to go to work 
himself in the field or else hire those who from his child- 
hood up had served him as slaves. Eecall briefly to them 
the almost four hundred years of slavery, reaching from the 
African jungle down to the days of the Emancipation, and 
help them to see at the close of the war two peoples in the 
South, standing side by side, — the negro and the white 
man, — the one, because of centuries of enslavement, at that 
time the least advanced of the great races in the world, the 
other a noble representative of the most advanced race ; the 
one illiterate and accustomed to the crudest and most meager 
ways of living, the other cultivated and accustomed to every 
refinement of life ; the one with no property, no homes, no 
schools, no experience in matters of government, the other 
with generations of experience in developing and directing 
great industries, states, laws, and institutions of every kind. 

4. Economic and political problems in the South. Now, with 
these two peoples in the South, — the white and the col- 
ored, — have pupils realize the enormous problem which 
stands before the nation as a whole and especially before 
the people of the South, as they go to work to learn the 
difficult lesson of united action, not only in the field of 
labor but in the state and national legislative halls as well. 
Help pupils to understand the difficulty of quickly lifting 
a people who had never been allowed to enjoy the fruits of 
their toil, and who therefore knew nothing of the dignity 



258 OUTLINE OF HISTORY 

and nobility of work, to a high standard and appreciation 
of manual labor ; also have them realize the difficult prob- 
lem of having the negroes immediately participate intelli- 
gently in the government of the states, which the nation, 
and especially the North, was anxious to have them do, in 
order to teach them lessons of government and self-reliance 
and have them catch step with the new national life which 
was moving forward since the close of the war. Study the 
United States Constitution, Amendment 13 (1865), Amend- 
ment 14 (1866), and Amendment 15 (1869), and lead pupils 
to see that they are the external expression of the difficult 
task of joining two races together in government and indus- 
trial life, which, as already said, were separated from each 
other by centuries of growth in education, property, culture, 
religion, and political experience. 

5. Lessons in reconstruction. Study impartially with pupils 
a state government in the South, for example in South 
Carolina, ten years after the war. See the members of the 
legislature, mostly negroes, crude in dress, often cruder in 
mind, gathered from their small farms and often without 
property, meeting in the same halls in which Jefferson, 
Randolph, Calhoun, Hayne, Davis, and Stephens had met, 
making laws, at this most trying time in the history of the 
South, on the subject of voting, for raising and spending 
money, for public schools, building roads, taking care of 
the poor, and the like. Lead pupils to understand that the 
natural outcome of this kind of government, led often by 
greedy and unprincipled politicians from the North, was 
one which brought upon the states of the South, for some 
years after the war, as extravagant and wasteful a govern- 
ment as was ever experienced in American history. 

6. Cementing of the nation. Now help pupils to see, not- 
withstanding all this waste, recklessness, and ignorance, a 
new and freer South gradually develop ; see the cotton, 



OUTLINE OF THE EIGHTH-GRADE WORK 259 

tobacco, rice, and sugar fields spread more rapidly and pro- 
duce more wealth under the inspiration of free labor than 
they had done in the days of the slave ; see the orchards 
pour forth their bounties into the lap of the North ; see 
the coal and iron lifted from the earth in Alabama, Missis- 
sippi, West Virginia, and Tennessee, for the use of factories 
and furnaces rivaling those of the North. Thus help them 
to realize that the South in the first generation after the 
Civil War gained more rapidly than she had done in two 
generations before the war ; that during this period she not 
only regained but broadened her material resources, joined 
them by means of steamboat and steam road to the interests 
of the North, established public schools for all classes, and 
moved forward industrially, politically, intellectually, and 
morally, under the leadership of wise and patriotic men, 
with broader views than those of section, party, or race. 

7. Intellectual and social advance. Review briefly with 
pupils the vast material resources of the country, and 
picture their development as they have expanded with mar- 
velous and unequaled rapidity since the war, harnessing 
every force in the universe and bringing it under the use of 
man. Help them to see as the outcome and blossom of this 
vast material development the rise of the poet, painter, states- 
man, and philosopher, all of them with those " larger, other 
eyes," seeing from the real to the ideal, calling to the nation 
ever to press forward. In answer to this call see the growth 
of the public school, libraries, universities, lecture courses, 
art galleries, beautiful cities and homes, and every facility 
for culture and learning uprising as if impelled by one 
lofty determination that all that the ages have produced 
shall be offered to every American ; that all the Hebrew 
gave to the world in righteousness, the Greek in beauty, 
the Roman in law and order, the Anglo-Saxon in personal 
liberty, shall be spread before every American child, and 



260 OUTLINE OF HISTORY 

he shall come to possess it to the fullest extent of which 
he is capable. 

8. Problems of the future. Help pupils to think out and 
discuss in a simple way some of the great problems of the 
future, and help them to suggest means for their solution. 
Thus, for example, discuss the just and fair dealing with 
the negro race ; purifying of national and local politics ; 
just laws of taxation ; purifying and beautifying of city life 
and government ; curbing of the power of great corporations ; 
restricting of immigration; making a just and fair distribu- 
tion of the fruits of labor among all who join in producing 
it; giving dignity and nobility to manual labor; taking 
women from sweat shops, compensating them equally with 
men for equal services, and enfranchising them ; providing 
of laws guaranteeing to every child born a healthful body ; 
taking children from factory, mine, mill, and sweat shop, 
and compelling, if necessary, their attendance at school. 

9. America as a world power. When pupils have seen the 
great American heart throbbing with a common impulse in 
its effort to give an abundant life to each of its own citizens, 
help them also to see the American nation interested not 
only in the freedom of its own people, but also in the free- 
dom and well being of the entire human race, — stretching 
forth its hand to the islands of the seas, to Hawaii, Cuba, 
Porto Rico, and the Philippines, — and beginning amidst 
great world problems the task of helping to lift up to life, 
liberty, and the pursuit of happiness those hitherto belated 
in the race for life. Talk over with pupils this larger view 
and mission of the American nation, and help them to inter- 
pret the lofty ideal of world work and true patriotism as 
expressed in the following lines from Lowell: 

Where is the true man's fatherland ? 
Is it where he by chance is born ? 
Doth not the yearning spirit scorn 



OUTLINE OF THE EIGHTH-GRADE WORK 261 

In such scant borders to be spanned ? 
yes ! his fatherland must be 
As the blue heaven wide and free ! 

Is it alone where freedom is, 
Where God is God and man is man ? 
Doth he not claim a broader span 
For the soul's love of home than this? 
yes ! his fatherland must be 
As the blue heaven wide and free ! 

Where'er a human heart doth wear 

Joy's myrtle- wreath or sorrow's gyves, 

Where'er a human spirit strives 

After a life more true and fair, 

There is the true man's birthplace grand, 

His is a world-wide fatherland ! 

Where'er a single slave doth pine, 
Where'er one man may help another, — 
Thank God for such a birthright, brother, — 
That spot of earth is thine and mine ! 
There is the true man's birthplace grand, 
His is a world-wide fatherland ! 



REFERENCES FOR THE EIGHTH GRADE 

See General Note on Reference Books preceding first-grade refer- 
ences. Attention is also called to the fact that many of the references 
cited for the seventh grade will be found helpful for eighth-grade work. 

General History of the United States 

Brady, C. T. Conquest of the Southwest. New York, D. Apple- 
ton & Co., 1905. $1.50. 

Burgess, J. W. Middle Period, 1817-1858. (American History 
Series.) New York, Charles Scribner's Sons, 1897. #1.00. 

Coffin, C. C. * Building the Nation (juv.). New York, Harper 
&Bros., 1883. $2.00. 



262 OUTLINE OF HISTORY 

Drake, S. A. Making of the Great West (juv.). New York, 
Charles Scribner's Sons, 1887. $1.50. 

Contains : Louisiana Purchase ; Lewis and Clark ; Oregon 
Trail ; Gold in California. 

Drake, S. A. Making of the Ohio Valley States. New York, 
Charles Scribner's Sons, 1894. $1.50. 

Hart, A. B. (ed.). The American Nation. New York, Harper & 
Bros., 1904-1907. 27 vols. $2.00 each. 

The following are of special interest to this grade : Bassett's 
Federalist System; Channing's * Jeff ersonian System; Bab- 
cock's Rise of American Nationality ; Turner's * Rise of the 
New West ; Macdonald's Jacksonian Democracy ; Hart's 
* Slavery and Abolition ; Garrison's Westward Extension ; 
Smith's Parties and Slavery ; Chadwick's Causes of the Civil 
War ; Hosmer's Appeal to Arms ; Hosmer's Outcome of the 
Civil War ; Dunning's Reconstruction ; Sparks's National 
Development ; Dewey's National Problems ; Latan6's America 
as a World Power ; Hart's * National Ideals. 

Higginson, T. W. History of the United States (juv.). New 
York, Harper & Bros., 1882. $2.00. 

Hosmer, J. K. Short History of the Mississippi Valley. Boston, 
Houghton, Mifflin & Co., 1901. $1.20. 

Kemp, E. W. History for Graded and District Schools (juv.). 
Boston, Ginn and Company, 1902. $1.00. 

Macdonald, William (ed.). * Select Documents Illustrative of 
the History of the United States, 1776-1861. New York, 
The Macmillan Company, 1898. $2.25. 

McMaster, J. B. * History of the People of the United States. 
New York, D. Appleton & Co., 1883-1906. 7 vols. $2.50 
each. 

Vol. VII is in preparation. 

Walker, F. A. * Making of the Nation, 1783-1817. (American 
History Series.) New York, Charles Scribner's Sons, 1895. 
$1.25. 

Wilson, Woodrow. *Division and Reunion, 1829-1889. (Epochs 
of American History.) New York, Longmans, Green & Co., 
1893. $1.25. 



OUTLINE OF THE EIGHTH-GRADE WORK 263 

Politics and Government 

Alton, Edmund. Among the Law Makers (juv.). New York, 
Charles Scribner's Sons, 1886. $1.50. 

Austin, O. P. Uncle Sam's Secrets (juv.). New York, D. Apple- 
ton & Co., 1897. 75 cents. 

Bryce, James. * American Commonwealth. New York, The 
Macmillan Company, 1893. 3d. ed. 2 vols. $4.00. 
Abridged edition in one volume, $1.75. 

Harrison, Benjamin. This Country of Ours (juv.). New York, 
Charles Scribner's Sons, 1897. $1.50. 

Johnston, Alexander. * History of American Politics. New 
York, Henry Holt & Co., 1898. 4th. ed. 80 cents. 

Lalor, J. J. Cyclopaedia of Political Science, Political Economy, 
and of the Political History of the United States. New York, 
Charles E. Merrill Company, 1888. 3 vols. $15.00. 

Macy, Jesse. *Our Government (juv.). Boston, Ginn and 
Company, 1886. Rev. ed. 75 cents. 

Taussig, F. W. Tariff History of the United States. New York, 
G. P. Putnam's Sons, 1892. $1.25. 

Wilson, Woodrow. Congressional Government. Boston, Hough- 
ton, Mifflin & Co., 1891. $1.25. 

Civil War and Reconstruction 

Burgess, J. W. Civil War and the Constitution. (American 

History Series.) New York, Charles Scribner's Sons, 1901. 

2 vols. $1.00 each. 
Burgess, J. W. Reconstruction and the Constitution, 1866-1876. 

(American History Series.) New York, Charles Scribner's 

Sons, 1902. $1.00. 
Coffin, C. C. Boys of '61 (juv.). Boston, Dana, Estes & Co., 

1881. $2.00. 
Coffin, C. C. Drum-Beat of the Nation ; Marching to Victory ; 

Redeeming the Republic; Freedom Triumphant (juv.). New 

York, Harper & Bros., 1887-1899. 4 vols. $3.00 each. 
Fiske, John. Mississippi Valley in the Civil War. Boston, 

Houghton, Mifflin & Co., 1900. $2.00. 



264 OUTLINE OF HISTORY 

Rhodes, J. F. History of the United States from the Compromise 
of 1850. New York, The Macmillan Company, 1895-1906. 
7 vols. $2.50. 

A clear, readable, and exhaustive account, — invaluable to 
the teacher. 

Religious, Educational, and Industrial Life 

Carroll, H. K. Religious Forces of the United States. (Amer- 
ican Church History.) New York, Charles Scribner's Sons, 
1893. $2.00. 

Dexter, E. G. History of Education in the United States. New 
York, The Macmillan Company, 1904. $2.00. 

Rocheleau, W. F. Great American Industries. Chicago. 
A. Flanagan Company, 1896-1900. 3 vols. 50 cents each. 

Sargent, F. L. Corn Plants : their Uses and Ways of Life (juv.). 
Boston, Houghton, Mifflin & Co., 1899. 75 cents. 

White, Horace. Money and Banking Illustrated by American 
History. Boston, Ginn and Company, 1902. Rev. ed. $1.50. 

Wilkinson, F. Story of the Cotton Plant. (Library of Useful 
Stories.) New York, D. Appleton & Co., 1899. 35 cents. 

Biography 

Brooks, E. S. Historic Americans (juv.). New York, T. Y. 

Crowell & Co., 1899. $1.50 each. 
Brooks, Geraldine. Dames and Daughters of the Young 

Republic (juv.). New York, T. Y. Crowell & Co., 1901. 

$1.50. 
Coffin, C. C. Abraham Lincoln (juv.). New York, Harper & 

Bros., 1892. $2.00. 
Hulbert, A. B. * Pilots of the Republic : the Romance of the 

Pioneer Promoter of the Middle West. Chicago, A. C. 

McClurg & Co., 1906. $1.50. 

Sketches of the historic characters who explored, founded, 

or promoted the great American highways, water ways, and 

canals. An excellent book for the use of both teacher and 

pupil. 



OUTLINE OF THE EIGHTH-GRADE WORK 265 

Morse, J. T. (ed). American Statesmen Series. New York, 
Houghton, Mifflin &Co., 1882-1893. $1.25 per vol. 

The following are of special interest to the eighth grade : 
Lodge's * Hamilton ; Morse's * Jefferson ; Gay's Madison ; 
Schurz's * Clay ; Lodge's * Webster (2 vols.) ; Gilman's Mon- 
roe ; Sumner's * Jackson ; Von Hoist's Calhoun ; Morse's 
J. Q. Adams; Magruder's Marshall; Morse's * Lincoln. 

Thwaites, R. G. Daniel Boone. (Appletons' Life Histories.) 
New York, D. Appleton & Co., 1902. $1.00. 

Trent, W. P. Robert E. Lee. (Beacon Biographies.) Boston, 
Small, Maynard & Co., 1899. 75 cents.. 

Trent, W. P. Southern Statesmen of the Old Regime : Wash- 
ington, Jefferson, Randolph, Calhoun, Stephens, Toombs, 
Jefferson Davis. New York, T. Y. Crowell & Co., 1S97. $2.00. 

Wilson, J. G. (ed.). Presidents of the United States, by John 
Fiske and others. New York, D. Appleton & Co., 1894. $3.50. 

Wister, Owen. Ulysses S. Grant. (Beacon Biographies.) Bos- 
ton, Small, Maynard & Co., 1900. 75 cents. 

Poetry, Fiction, and Adventure 

Brooks, Noah. Boy Emigrants (juv.). New York, Charles 
Scribner's Sons, 1903. $1.25. 
Overland to California in '49. 
Churchill, Winston. The Crisis. New York, The Macmillan 
Company, 1901. $1.50. 
Story of the Civil War. 
Hale, E. E. Man without a Country (juv.) Boston, Little 
Brown & Co., 1889. 50 cents. 

The effect of Burr's treason on a young naval officer. 
Harris. J. C. Uncle Remus : his Songs and Sayings (juv.). New 

York, D. Appleton & Co., 1895. $2.00. 
Hawthorne, Nathaniel. Blithdale Romance. Boston, Hough- 
ton, Mifflin & Co., 1852. Little Classic ed. $1.00. 
Story of the Brook Farm Experiment in 1841. 
Matthews, Brander (ed.). Poems of American Patriotism. 
New York, Charles Scribner's Sons, 1882. $1.50. 



266 OUTLINE OF HISTORY 

Page, T. 1ST. In Ole Virginia. New York, Charles Scribner's Sons, 
1896. $1.25. 

Parkman, Francis. * Oregon Trail : Sketches of Prairie and 
Rocky Mountain Life. Boston, Little, Brown & Co., 1871. 
Author's ed. $1.00. 

Smith, Nicholas. Stories of Great National Songs. Milwaukee, 
Young Churchman Company, 1899. $1.00. 

Stowe, H. B. Uncle Tom's Cabin. Boston, Houghton, Mifflin 
& Co., 1851. 25 cents up. 

Stratemeyer, Edward. Under Dewey at Manila. Boston, Lee 
& Shepard, 1898. $1.25. 

Story of the Spanish-American War (189S). 
For poems on slavery, see The Slave's Dream and other 
poems by Longfellow ; Toussaint L'Ouverture, The Slave 
Ships, The Christain Slave, The Farewell, The Slaves of 
Martinique, Astrsea in the Capitol, and others, by J. G. Whit- 
tier; On the Capture of Fugitive Slaves near Washington, by 
J. R. Lowell ; The African Chief and Death of Slavery, by 
W. C. Bryant; The Dismal Swamp, by Lord Byron (Lawrence). 



APPENDIX 



MAGNA CHARTA 

King John (1199-1216) was a tyrant and oppressed all 
classes, the clergy, the barons, and the common people. His 
unjnst rule finally caused all these elements to unite against 
him. He lost Normandy and other feudal provinces in 
northern France to the French king in 1204. After a bitter 
struggle with the Church, beginning in 1205, he yielded, 
becoming a vassal to the Pope for England in 1213. Then 
he tried to regain the lost provinces in France, but his 
troops and those of his allies were defeated at Bouvines 
in Flanders in 1214. Meanwhile he had continued to tyran- 
nize over his subjects. "He imprisoned men on mere sus- 
picion, banished them without trial, ravaged their lands, 
and levied unaccustomed and intolerable taxes." Every 
class in the kingdom felt his heavy hand, and when he 
returned from France defeated, the barons, supported by 
the commons and the clergy, were able to bring him to 
bay. John was powerless against the united nation, and 
so he granted the Great Charter at Eunnymede, a meadow 
twenty miles above London on the right bank of the 
Thames, June 15, 1215. The granting of this document 
is a landmark in the struggle of the English race for polit- 
ical liberty. It meant that the king as well as his subjects 
must obey the law. It became a platform around which 
the nation rallied in future struggles for free government. 

267 



268 OUTLINE OF HISTORY 

The Gee at Chaetee of King John ge anted 
June 15, A.D. 1215. 

John, by the Grace of God, King of England, Lord of 
Ireland, Duke of Normandy, Aquitaine, and Count of Anjou, 
to his Archbishops, Bishops, Abbots, Earls, Barons, Justi- 
ciaries, Foresters, Sheriffs, Governors, Officers, and to all 
Bailiffs, and his faithful subjects, greeting. Know ye, that 
we, in the presence of God, and for the salvation of our 
soul, and the souls of all our ancestors and heirs, and unto 
the honour of God and the advancement of Holy Church, 
and amendment of our Realm, by advice of our venerable 
Fathers, Stephen, Archbishop of Canterbury, Primate of all 
England and Cardinal of the Holy Roman Church ; Henry, 
Archbishop of Dublin ; William, of London ; Peter, of 
Winchester ; Jocelin, of Bath and Glastonbury ; Hugh, of 
Lincoln ; Walter, of Worcester ; William, of Coventry ; 
Benedict, of Rochester — Bishops : of Master Pandulph, 
Sub-Deacon and Familiar of our Lord the Pope ; Brother 
Aymeric, Master of the Knights-Templars in England ; and 
of the noble Persons, William Marescall, Earl of Pembroke; 
William, Earl of Salisbury ; William, Earl of Warren ; 
William, Earl of Arundel ; Alan de Galloway, Constable of 
Scotland; Warin FitzGerald, Peter FitzHerbert, and Hubert 
de Burgh, Seneschal of Poitou ; Hugh de Neville, Matthew 
FitzHerbert, Thomas Basset, Alan Basset, Philip of Albi- 
ney, Robert de Roppell, John Mareschal, John FitzHugh, 
and others, our liegemen, have, in the first place, granted to 
God, and by this our present Charter confirmed, for us and 
our heirs for ever : — 

1. That the Church of England shall be free, and have 
her whole rights, and her liberties inviolable ; and we will 
have them so observed, that it may appear thence that the 
freedom of elections, which is reckoned chief and indispen- 
sable to the English Church, and which we granted and con- 
firmed by our Charter, and obtained the confirmation of the 
same from our Lord the Pope Innocent III., before the dis- 
cord between us and our barons, was granted of mere free 
will ; which Charter we shall observe, and we do will it to 
be faithfully observed by our heirs for ever. 



MAGNA CHARTA 269 

2. We also have granted to all the freemen of our king- 
dom, for us and for our heirs for ever, all the underwritten 
liberties, to be had and holden by them and their heirs, of 
us and our heirs for ever : If any of our earls, or barons, or 
others, who hold of us in chief by military service, shall 
die, and at the time of his death his heir shall be of full 
age, and owe a relief, he shall have his inheritance by the 
ancient relief — that is to say, the heir or heirs of an earl, 
for a whole earldom, by a hundred pounds; the heir or heirs 
of a baron, for a whole barony, by a hundred pounds ; the 
heir or heirs of a knight, for a whole knight's fee, by a hun- 
dred shillings at most ; and whoever oweth less shall give 
less, according to the ancient custom of fees. 

3. But if the heir of any such shall be under age, and 
shall be in ward, when he comes of age he shall have his 
inheritance without relief and without fine. 

4. The keeper of the land of such an heir being under 
age, shall take of the land of the heir none but reasonable 
issues, reasonable customs, and reasonable services, and that 
without destruction and waste of his men and his goods ; 
and if we commit the custody of any such lands to the sher- 
iff, or any other who is answerable to us for the issues of 
the land, and he shall make destruction and waste of the 
lands which he hath in custody, we will take of him amends, 
and the land shall be committed to two lawful and discreet 
men of that fee, who shall answer for the issues to us, or to 
him to whom we shall assign them ; and if we sell or give to 
any one the custody of any such lands, and he therein make 
destruction or waste, he shall lose the same custody, which 
shall be committed to two lawful and discreet men of that 
fee, who shall in like manner answer to us as aforesaid. 

5. But the keeper, so long as he shall have the custody 
of the land, shall keep up the houses, parks, warrens, ponds, 
mills, and other things pertaining to the land, out of the 
issues of the same land ; and shall deliver to the heir, when 
he comes of full age, his whole land, stocked with ploughs 
and carriages, according as the time of wainage shall require, 
and the issues of the land can reasonably bear. 

6. Heirs shall be married without disparagement, and 
so that before matrimony shall be contracted, those who 
are near in blood to the heir shall have notice. 



270 OUTLINE OF HISTORY 

7. A widow, after the death of her husband, shall forth- 
with and without difficulty have her marriage and inherit- 
ance ; nor shall she give anything for her dower, or her 
marriage, or her inheritance, which her husband and she 
held at the day of his death ; and she may remain in the 
mansion house of her husband forty days after his death, 
within which time her dower shall be assigned. 

8. No widow shall be distrained to marry herself, so long 
as she has a mind to live without a husband ; but yet she 
shall give security that she will not marry without our 
assent, if she hold of us ; or without the consent of the lord 
of whom she holds, if she hold of another. 

9. Neither we nor our bailiffs shall seize any land or rent 
for any debt so long as the chattels of the debtor are suffi- 
cient to pay the debt; nor shall the sureties of the debtor be 
distrained so long as the principal debtor has sufficient to 
pay the debt ; and if the principal debtor shall fail in the 
payment of the debt, not having wherewithal to pay it, then 
the sureties shall answer the debt ; and if they will they 
shall have the lands and rents of the debtor, until they shall 
be satisfied for the debt which they paid for him, unless the 
principal debtor can show himself acquitted thereof against 
the said sureties. 

10. If any one have borrowed anything of the Jews, more 
or less, and die before the debt be satisfied, there shall be 
no interest paid for that debt, so long as the heir is under 
age, of whomsoever he may hold; and if the debt falls into 
our hands, we will only take the chattel mentioned in the 
deed. 

11. And if any one shall die indebted to the Jews, his 
wife shall have her dower and pay nothing of that debt; 
and if the deceased left children under age, they shall have 
necessaries provided for them, according to the tenement 
of the deceased ; and out of the residue the debt shall be 
paid, saving, however, the service due to the lords, and in 
like manner shall it be done touching debts due to others 
than the Jews. 

12. No SCUTAGE OR AID SHALL BE IMPOSED IN OUR KING- 
DOM , UNLESS BY THE GENERAL COUNCIL OF OUR KINGDOM ; 

except for ransoming our person, making our eldest son 
a knight, and once for marrying our eldest daughter; and 



MAGNA CHART A 271 

for these there shall be paid no more than a reasonable aid. 
In like manner it shall be concerning the aids of the City 
of London. 

13. And the City of London shall have all its ancient lib- 
erties and free customs, as well by land as by water: further- 
more, we will and grant that all other cities and boroughs, 
and towns and ports, shall have all their liberties and free 
customs. 

14. And for holding the general council of the 
kingdom concerning the assessment of aids, except 
in the three cases aforesaid, and for the assessing 
of scutages, we shall cause to be summoned the 
archbishops, bishops, abbots, earls, and greater bar- 
ons of the realm, singly bv our letters. and 
furthermore, we shall cause to be summoned gener- 
ally, by our sheriffs and bailiffs, all others who 
hold of us in chief, for a certain day, that is to 
say, forty days before their meeting at least, and 
to a certain place ; and in all letters of such 
summons we will declare the cause of such summons. 
And summons being thus made, the business shall 
proceed on the day appointed, according to the 
advice of such as shall be present, although all that 
were summoned come not. 

15. We will not for the future grant to any one that he 
may take aid of his own free tenants, unless to ransom his 
body, and to make his eldest son a knight, and once to marry 
his eldest daughter ; and for this there shall be only paid a 
reasonable aid. 

16. No man shall be distrained to perform more service 
for a knight's fee, or other free tenement, than is due from 
thence. 

17. Common pleas shall not follow our court, but shall be 
holden in some place certain. 

18. Trials upon the Writs of Novel Disseisin, 1 and of 
Mort d' Ancestor, 2 and of Darrein Presentment, 3 shall not be 

1 Writs by which one is thrown out of possession of property, as lands, 
rents, etc. 

2 A writ to decide who is entitled to a disputed piece of land when an 
ancestor has died. 

3 A writ to decide who has been legally chosen to a given position in 
the church, as rector, vicar, and the like. 



272 OUTLINE OF HISTORY 

taken but in their proper counties, and after this manner : 
We, or if we should be out of the realm, our chief justiciary, 
will send two justiciaries through every county four times 
a year, who, with four knights of each county, chosen by 
the county, shall hold the said assizes 1 in the county, on the 
day, and at the place appointed. 

19. And if any matters cannot be determined on the day 
appointed for holding the assizes in each county, so many 
of the knights and freeholders as have been at the assizes 
aforesaid shall stay to decide them as is necessary, accord- 
ing as there is more or less business. 

20. A freeman shall not be amerced for a small offence, 
but only according to the degree of the offence ; and for a 
great crime according to the heinousness of it, saving to him 
his contenement 2 ; and after the same manner a merchant, 
saving to him his merchandise. And a villein shall be 
amerced after the same manner, saving to him his wainage, 
if he falls under our mercy ; and none of the aforesaid 
amerciaments shall be assessed but by the oath of honest 
men in the neighbourhood. 

21. Earls and barons shall not be amerced but by their 
peers, and after the degree of the offence. 

22. No ecclesiastical person shall be amerced for his 
lay tenement, but according to the proportion of the others 
aforesaid, and not according to the value of his ecclesiastical 
benefice. 

23. Neither a town nor any tenant shall be distrained to 
make bridges or embankments, unless that anciently and of 
right they are bound to do it. 

24. No sheriff, constable, coroner, or other our bailiffs, 
shall hold " Pleas of the Crown." 3 

25. All counties, hundreds, wapentakes, and trethings 
shall stand at the old rents, without any increase, except in 
our demesne manors. 

26. If any one holding of us a lay fee die, and the sheriff, 
or our bailiffs, show our letters patent of summons for debt 
which the dead man did owe to us, it shall be lawful for the 

1 Assizes as here used means an assembly of important persons in the 
county, such as knights, called together to help the regular justices of the 
county judge the laws. 

2 That which is necessary to one's support, according to his station in life. 

3 Suits conducted in the name of the king for trying criminal cases. 



MAGNA CHARTA 273 

sheriff or our bailiff to attach and register the chattels of the 
dead, found upon his lay fee, to the amount of the debt, by 
the view of lawful men, so as nothing be removed until our 
whole clear debt be paid ; and the rest shall be left to the 
executors to fulfill the testament of the dead ; and if there 
be nothing due from him to us, all the chattels shall go to 
the use of the dead, saving to his wife and children their 
reasonable shares. 

27. If any freeman shall die intestate, his chattels shall 
be distributed by the hands of his nearest relations and 
friends, by view of the Church, saving to every one his 
debts which the deceased owed to him. 

28. No constable or bailiff of ours shall take corn or other 
chattels of any man unless he presently give him money for 
it, or hath respite of payment by the good-will of the seller. 

29. No constable shall distrain any knight to give money 
for castle-guard, if he himself will do it in his person, or 
by another able man, in case he cannot do it through any 
reasonable cause. And if we have carried or sent him into 
the army, he shall be free from such guard for the time he 
shall be in the army by our command. 

30. No sheriff or bailiff of ours, or any other, shall take 
horses or carts of any freeman for carriage, without the 
assent of the said freeman. 

31. Neither shall we nor our bailiffs take any man's tim- 
ber for our castles or other uses, unless by the consent of 
the owner of the timber. 

32. We will retain the lands of those convicted of felony 
only one year and a day, and then they shall be delivered 
to the lord of the fee. 

33. All kydells (wears) for the time to come shall be put 
down in the rivers of Thames and Medway, and throughout 
all England, except upon the sea-coast. 

34. The writ which is called prcecipe, for the future, shall 
not be made out to any one, of any tenement, whereby a 
freeman may lose his court. 

35. There shall be one measure of wine and one of ale 
through our whole realm ; and one measure of corn, that is 
to say, the London quarter ; and one breadth of dyed cloth, 
and russets, and haberjeets, that is to say, two ells within 
the lists : and it shall be of weights as it is of measures. 



274 OUTLINE OF HISTORY 

36. Nothing from henceforth shall be given or 
taken for a "writ of inquisition of life or limb, but 
it shall be granted freely and not denied. 1 

37. If any do hold of us by fee-farm, or by socage, or by 
burgage, and lie hold also lands of any other by knight's 
service, we will not have the custody of the heir or land, 
which is holden of another man's fee by reason of that fee- 
farm, socage, or burgage ; neither will we have the custody 
of the fee-farm, or socage, or burgage, unless knight's serv- 
ice was due to us out of the same fee-farm. We will not 
have the custody of an heir, nor of any land which he holds 
of another by knight's service, by reason of any petty ser- 
jeanty by which he holds of us, by the service of paying a 
knife, an arrow, or the like. 

38. No bailiff from henceforth shall put any man to his 
law upon his own bare saying, without credible witnesses 
to prove it. 

39. no freeman shall be taken or imprisoned, or 
disseised, or outlawed, or banished, or any ways 
destroyed, nor will we pass upon him, nor will we 
send upon him, unless by the lawful judgment of 
his peers, or by the law of the land. 2 

40. We will sell to no man, we will not deny to 
any man, either justice or right. 3 

41. All merchants shall have safe and secure conduct, to 
go out of, and to come into England, and to stay there and 
to pass as well by land as by water, for buying and selling 
by the ancient and allowed customs, without any unjust 

1 This provision is the early beginning from which developed the most 
famous 'writ known to the law — the writ of Habeas Corpus. It has per- 
sistently grown in England through the centuries from the Great Charter 
down to the present time. The English colonists in America early brought 
it here, extensively used it in developing their colonial life, and the Amer- 
ican nation regards it to-day as one of the dearest birthrights of the Teu- 
tonic race. 

2 This provision is the foundation upon which jury trial has spread 
through all Anglo-Saxon countries. By means of the jury the common 
man gained in the Middle Ages, and continues to occupy, a most prom- 
inent and important place in carrying forward the judicial work of 
government. 

3 This article forms the basis for the right of petition, which has been 
struggled for and maintained throughout both English and American his- 
tory. The principles of personal liberty growing out of Articles 36, 39, and 
40, that is the writ of Habeas Corpus, the right of trial by jury, and the 
right of petition, are called by Creasy the "crowning glories" of the 
Great Charter. 



MAGNA CHARTA 275 

tolls ; except in time of war, or when they are of any nation 
at war with us. And if there he found any such in our land, 
in the beginning of the war, they shall be attached, without 
damage to their bodies or goods, until it be known unto us, 
or our chief justiciary, how our merchants be treated in the 
nation at war with us ; and if ours be safe there, the others 
shall be safe in our dominions. 

42. It shall be lawful, for the time to come, for any one 
to go out of our kingdom, and return safely and securely by 
land or by water, saving his allegiance to us ; unless in time 
of war, by some short space, for the common benefit of the 
realm, except prisoners and outlaws, according to the law 
of the land, and people in war with us, and merchants who 
shall be treated as is above mentioned. 

43. If any man hold of any escheat, 1 as of the honour of 
Wallingford, Nottingham, Boulogne, Lancaster, or of other 
escheats which be in our hands, and are baronies, and die, 
his heir shall give no other relief, and perform no other 
service to us than he would to the baron, if it were in the 
baron's hand ; and we will hold it after the same manner 
as the baron held it. 

44. Those men who dwell without the forest from hence- 
forth shall not come before our justiciaries of the forest, 
upon common summons, but such as are impleaded, or are 
sureties for any that are attached for something concerning 
the forest. 2 

45. We will not make any justices, constables, sheriffs, 
or bailiffs, but of such as know the law of the realm and 
mean duly to observe it. 

46. All barons who have founded abbeys, which they hold 
by charter from the kings of England, or by ancient tenure, 
shall have the keeping of them, when vacant, as they ought 
to have. 

47. All forests that have been made forests in our time 
shall forthwith be disforested; and the same shall be done 
with the water-banks that have been fenced in by us in our 
time. 

1 An escheat is the falling of property hack into the hands of the lord 
(if in feudal times) or into the hands of the state (if in modern times) 
because of the failure of legal heirs to inherit it. 

2 The laws for keeping up the royal forests, regulating them, and car- 
rying out justice in them, formed a large body of laws, just as those dealing 
with public lands have also formed a large body of laws in America. 



276 OUTLINE OF HISTORY 

48. All evil customs concerning forests, warrens, forest- 
ers, and warreners, sheriffs and their officers, water-banks 
and their keepers, shall forthwith be inquired into in each 
county, by twelve sworn knights of the same county, chosen 
by creditable persons of the same county ; and within forty 
days after the said inquest be utterly abolished, so as never 
to be restored : so as we are first acquainted therewith, or 
our justiciary, if we should not be in England. 

49. We will immediately give up all hostages and char- 
ters delivered unto us by our English subjects, as secur- 
ities for their keeping the peace, and yielding us faithful 
service. 

50. We will entirely remove from their bailiwicks the 
relations of Gerard de Atheyes, so that for the future they 
shall have no bailiwick in England ; we will also remove 
Engelard de Cygony, Andrew, Peter, and Gyon, from the 
Chancery; Gyon de Cygony, Geoffrey de Martyn, and his 
brothers; Philip Mark, and his brothers, and his nephew, 
Geoffrey, and their whole retinue. 

51. As soon as peace is restored, we will send out of 
the kingdom all foreign knights, cross-bowmen, and stipen- 
diaries, who are come with horses and arms to the molesta- 
tion of our people. 

52. If any one has been dispossessed or deprived by us, 
without the lawful judgment of his peers, of his lands, 
castles, liberties, or right, we will forthwith restore them 
to him; and if any dispute arise upon this head, let the 
matter be decided by the five-and-twenty barons hereafter 
mentioned, for the preservation of the peace. And for all 
those things of which any person has, without the lawful 
judgment of his peers, been dispossessed or deprived, either 
by our father King Henry, or our brother King Richard, 
and which we have in our hands, or are possessed by others, 
and we are bound to warrant and make good, we shall have a 
respite till the term usually allowed the crusaders ; except- 
ing those things about which there is a plea depending, or 
whereof an inquest hath been made, by our order before we 
undertook the crusade ; but as soon as we return from our 
expedition, or if perchance we tarry at home and do not 
make our expedition, we will immediately cause full justice 
to be administered therein. 



MAGNA CHARTA 277 

53. The same respite we shall have, and in the same 
manner, about administering justice, disafforesting or let- 
ting continue the forests, which Henry our father, and our 
brother Richard, have afforested ; and the same concerning 
the wardship of the lands which are in another's fee, but the 
wardship of which we have hitherto had, by reason of a fee 
held of us by knight's service ; and for the abbeys founded 
in any other fee than our own, in which the lord of the fee 
says he has a right ; and when we return from our expedi- 
tion, or if we tarry at home, and do not make our expedition, 
we will immediately do full justice to all the complainants 
in this behalf. 

54. No man shall be taken or imprisoned upon the appeal 
of a woman, for the death of any other than her husband. 

55. All unjust and illegal fines made by us, and all amer- 
ciaments imposed unjustly and contrary to the law of the 
land, shall be entirely given up, or else be left to the deci- 
sion of the five-and-twenty barons hereafter mentioned for 
the preservation of the peace, or of the major part of them, 
together with the aforesaid Stephen, Archbishop of Canter- 
bury, if he can be present, and others whom he shall think 
fit to invite; and if he cannot be present, the business shall 
notwithstanding go on without him; but so that if one or 
more of the aforesaid five-and-twenty barons be plaintiffs in 
the same cause, they shall be set aside as to what concerns 
this particular affair, and others be chosen in their room, 
out of the said five-and-twenty, and sworn by the rest to 
decide the matter. 

56. If we have disseised or dispossessed the Welsh of any 
lands, liberties, or other things, without the legal judgment 
of their peers, either in England or in Wales, they shall be 
immediately restored to them; and if any dispute arise upon 
this head, the matter shall be determined in the Marches by 
the judgment of their peers ; for tenements in England ac- 
cording to the law of England, for tenements in Wales 
according to the law of Wales, for tenements of the Marches 
according to the law of the Marches : the same shall the 
Welsh do "to us and our subjects. 

57. As for all those things of which a Welshman hath, 
without the lawful judgment of his peers, been disseised or 
deprived of by King Henry our father, or our brother King 



278 OUTLINE OF HISTORY 

Richard, and which we either have in our hands or others 
are possessed of, and we are obliged to warrant it, we shall 
have a respite till the time generally allowed the crusaders ; 
excepting those things about which a suit is depending, or 
whereof an inquest has been made by our order, before we 
undertook the crusade: but when we return, or if we stay 
at home without performing our expedition, we will imme- 
diately do them full justice, according to the laws of the 
Welsh and of the parts before mentioned. 

58. We will without delay dismiss the son of Llewellyn, 
and all the Welsh hostages, and release them from the 
engagements they have entered into with us for the preser- 
vation of the peace. 

59. We will treat with Alexander, King of Scots, concern- 
ing the restoring his sisters and hostages, and his right and 
liberties, in the same form and manner as we shall do to the 
rest of our barons of England; unless by the charters which 
we have from his father, William, late King of Scots, it 
ought to be otherwise; and this shall be left to the deter- 
mination of his peers in our court. 

60. All the aforesaid customs and liberties, which we 
have granted to be holden in our kingdom, as much as it 
belongs to us, all people of our kingdom, as well clergy as 
laity, shall observe, as far as they are concerned, towards 
their dependents. 

61. And whereas, for the honour of God and the amend- 
ment of our kingdom, and for the better quieting the discord 
that has arisen between us and our barons, we have granted 
all these things aforesaid; willing to render them firm and 
lasting, we do give and grant our subjects the underwritten 
security, namely that the barons may choose five-and-twenty 
barons of the kingdom, whom they think convenient; who 
shall take care, with all their might, to hold and observe, 
and cause to be observed, the peace and liberties we have 
granted them, and by this our present Charter confirmed in 
this manner; that is to say, that if we, our justiciary, our 
bailiffs, or any of our officers, shall in any circumstance have 
failed in the performance of them towards any 'person, or 
shall have broken through any of these articles of peace and 
security, and the offence be notified to four barons chosen 
out of the five-and-twenty before mentioned, the said four 



MAGNA CHART A 279 

barons shall repair to us, or our justiciary, if we are out of 
the realm, and, laying open the grievance, shall petition to 
have it redressed without delay: and if it be not redressed 
by lis, or if we should chance to be out of the realm, if it 
should not be redressed by our justiciary within forty days, 
reckoning from the time it has been notified to us, or to our 
justiciary (if we should be out of the realm), the four barons 
aforesaid shall lay the cause before the rest of the five-and- 
twenty barons ; and the said five-and-twenty barons, to- 
gether with the community of the whole kingdom, shall 
distrain and distress us in all the ways in which they 
shall be able, by seizing our castles, lands, possessions, and 
in any other manner they can, till the grievance is re- 
dressed, according to their pleasure ; saving harmless our 
own person, and the persons of our Queen and children ; 
and when it is redressed, they shall behave to us as before. 
And any person whatsoever in the kingdom may swear 
that he will obey the orders of the five-and-twenty barons 
aforesaid in the execution of the premises, and will distress 
us, jointly with them, to the utmost of his power ; and we 
give public and free liberty to any one that shall please 
to swear to this, and never will hinder any person from 
taking the same oath. 

62. As for all those of our subjects who will not, of their 
own accord, swear to join the five-and-twenty barons in dis- 
training and distressing us, we will issue orders to make 
them take the same oath as aforesaid. And if any one of the 
five-and-twenty barons dies, or goes out of the kingdom, or 
is hindered any other way from carrying the things afore- 
said into execution, the rest of the said five-and-twenty 
barons may choose another in his room, at their discretion, 
who shall be sworn in like manner as the rest. In all things 
that are committed to the execution of these five-and-twenty 
barons, if, when they are all assembled together, they should 
happen to disagree about any matter, and some of them, 
when summoned, will not or cannot come, whatever is 
agreed upon, or enjoined, by the major part of those that 
are present shall be reputed as firm and valid as if all the 
five-and-twenty had given their consent ; and the aforesaid 
five-and-twenty shall swear that all the premises they shall 
faithfully observe, and cause with all their power to be 



280 OUTLINE OF HISTORY 

observed. And we will procure nothing from any one, by 
ourselves nor by another, whereby any of these concessions 
and liberties may be revoked or lessened ; and if any such 
thing shall have been obtained, let it be null and void; 
neither will we ever make use of it either by ourselves or 
by any other. And all the ill-will, indignations, and rancours 
that have arisen between us and our subjects, of the clergy 
and laity, from the first breaking out of the dissensions 
between us, we do fully remit and forgive : moreover, all 
trespasses occasioned by the said dissensions, from Easter 
in the sixteenth year of our reign till the restoration of 
peace and tranquillity, we hereby entirely remit to all, both 
clergy and laity, and as far as in us lies do fully forgive. 
We have, moreover, caused to be made for them the letters 
patent testimonial of Stephen, Lord Archbishop of Canter- 
bury, Henry, Lord Archbishop of Dublin, and the bishops 
aforesaid, as also of Master Pandulph, for the security and 
concessions aforesaid. 

63. Whereof we will and firmly enjoin, that the Church 
of England be free, and that all men in our kingdom have 
and hold all the aforesaid liberties, rights, and concessions, 
truly and peaceably, freely and quietly, fully and wholly to 
themselves and their heirs, of us and our heirs, in all things 
and places, for ever, as is aforesaid. It is also sworn, as well 
on our part as on the part of the barons, that all the things 
aforesaid shall be observed in good faith, and without evil 
subtilty. Given under our hand, in the presence of the wit- 
nesses above named, and many others, in the meadow called 
Runnymede, between Windsor and Staines, the 15th day 
of June, in the 17th year of our reign. 



THE PETITION OF RIGHT 

The Petition of Eight is the second great document in 
the struggle .for constitutional freedom in England. The 
king, Charles I (1625-1649), held that he ruled by Divine 
Right, saying to Parliament, " I must avow, that I owe the 
account of my actions to God alone." Charles was forced to 
sign the Petition of Right, June 7, 1628. He had already 



THE PETITION OF RIGHT 281 

dissolved two Parliaments, and in 1629 lie dismissed this 
third one, dissolving it a few days after the House of Com- 
mons, amidst stirring scenes and great confusion, had passed 
three very defiant resolutions. Then for eleven years he was 
able to rule without a Parliament. He called his next Par- 
liament in the spring of 1640, which he dissolved after a 
session of three weeks. Later in the same year he called 
another, known in history as the Long Parliament. This 
body was not finally dissolved till 1660, though dispersed 
by Cromwell in 1653. Prom the day of its assembling, the 
Long Parliament practically took the government into its 
own hands. In 1642 the struggle between it and the king 
was transferred to the battlefield. In the Civil War the 
Parliamentary forces won over the Boyalists. In 1649 the 
king was tried, sentenced to death, and executed. Parlia- 
ment and its army were supreme ; the principles involved in 
Magna Charta and the Petition of Eight were temporarily 
vindicated. In 1660 the Stuart house was restored to the 
throne, but only to be forever banished in 1688, when the 
supremacy of Parliament over the king was permanently 
established. 

The Petition of Right exhibited to His Majesty 

by the Lords Spiritual and Temporal, and 

Commons in this Present Parliament 

assembled, June 7, 1628. 

To the King's Most Excellent Majesty. 

1. Humbly show unto our Sovereign Lord the King, the 
Lords Spiritual and Temporal, and Commons in Parliament 
assembled, that whereas it is declared and enacted by a 
statute made in the time of the reign of King Edward the 
Eirst, commonly called Statututn de Tallagio non concedendo, 
that no tallage or aid shall be laid or levied by the King or 
his heirs in this realm, without the goodwill and assent of 
the Archbishops, Bishops, Earls, Barons, Knights, Burgesses, 



282 OUTLINE OF HISTORY 

and other the freemen of the commonalty of this realm: 
and by authority of Parliament holden in the five and twen- 
tieth year of the reign of King Edward the Third, it is 
declared and enacted, that from thenceforth no person shall 
be compelled to make any loans x to the King against his 
will, because such loans were against reason and the fran- 
chise of the land ; and by other laws of this realm it is 
provided, that none should be charged by any charge or 
imposition, called a Benevolence, or by such like charge; by 
which the statutes before-mentioned 2 , and other the good laws 
and statutes of this realm, your subjects have inherited this 
freedom, that they should not be compelled to contribute to 
any tax, tallage, aid, or other like charge, not set by com- 
mon consent in Parliament. 

2. Yet nevertheless, of late divers commissions directed to 
sundry Commissioners in several counties with instructions 
have issued, by means whereof your people have been in 
divers places assembled, and required to lend certain sums 
of money unto your Majesty, and many of them upon their 
refusal so to do, have had an oath administered unto them, 
not warrantable by the laws or statutes of this realm, and 
have been constrained to become bound to make appearance 
and give attendance before your Privy Council, and in other 
places, and others of them have been therefore imprisoned, 
confined, and sundry other ways molested and disquieted : 
and divers other charges have been laid and levied upon 
your people in several counties, by Lords Lieutenants, 
Deputy Lieutenants, Commissioners for Musters, Justices 
of Peace and others, by command or direction from your 
Majesty or your Privy Council, against the laws and free 
customs of this realm. 

3. And whereas also by the statute called, 'The Great 
Charter of the Liberties of England/ 3 it is declared and 

1 Charles I is forced to sign the "Petition of Right," which is a law 
passed by Parliament securing four great rights: (1) freedom from forced 
loans ; (2) freedom from arbitrary imprisonment without the right of the 
writ of Habeas Corpus ; (3) freedom from having soldiers stationed upon 
the people in time of peace ; (4) freedom from trial by martial law in time 
of peace. 

2 Benevolences, which were represented by the king as voluntary gifts 
made by the people, were forced loans which the crown had made larger 
and larger almost since the days of Magna Charta. 

3 This statute grew out of Magna Charta, Article 39. 



THE PETITION OF RIGHT 283 

enacted, that bo freeman, may be taken or imprisoned or be 
disseised of his freeholds or liberties, or his free customs, or 
be outlawed or exiled; or in any manner destroyed, but by 
the lawful judgment of his peers or by the law of the land. 

4. And in the eight and twentieth year of the reign of 
King Edward the Third, it was declared and enacted by 
authority of Parliament, that no man of what estate or con- 
dition that he be, should be put out of his lands or tene- 
ments, nor taken, nor imprisoned, nor disherited, nor put 
to death, without being brought to answer by due process 
of law. 

5. Nevertheless, against the tenor of the said statutes, 
and other the good laws and statutes of your realm, to that 
end provided, divers of your subjects have of late been 
imprisoned without any cause showed; 1 and when for their 
deliverance they were brought before your Justices, by your 
Majesty's writs of Habeas Corpus, there to undergo and 
receive as the Court should order, and their keepers com- 
manded to certify the causes of their detainer, no cause 
was certified, but that they were detained by your Majesty's 
special command, signified by the Lords of your Privy 
Council, and yet were returned back to several prisons, 
without being charged with anything to which they might 
make answer according to the law. 

6. And whereas of late great companies of soldiers and 
mariners have been dispersed into divers counties of the 
realm, and the inhabitants against their wills have been 
compelled to receive them into their houses, and there to 
suffer them to sojourn, 2 against the laws and customs of 
this realm, and to the great grievance and vexation of the 
people. 

7. And whereas also by authority of Parliament, in the 
25th year of the reign of King Edward the Third, it is 
declared and enacted, that no man shall be forejudged of life 
or limb against the form of the Great Charter, and the law of 
the land ; and by the said Great Charter and other the laws 
and statutes of this your realm, no man ought to be adjudged 

1 Two great liberties are claimed in this section: (1) the right to free 
speech, since the persons imprisoned were confined for utterances in Par- 
liament, and (2) the right to the writ of Habeas Corpus. 

2 Stationing soldiers and sailors on the citizens was lawful only in time 
of war. 



284 OUTLINE OF HISTORY 

to death but by the laws established in this your realm, 
either by the customs of the same realm or by Acts of Par- 
liament : and whereas no offender of what kind soever is 
exempted from the proceedings to be used, and punishments 
to be inflicted by the laws and statutes of this your realm : 
nevertheless of late divers commissions under your Maj- 
esty's Great Seal have issued forth, by which certain per- 
sons have been assigned and appointed Commissioners with 
power and authority to proceed within the land, according 
to the justice of martial law * against such soldiers and 
mariners, or other dissolute persons joining with them, as 
should commit any murder, robbery, felony, mutiny, or other 
outrage or misdemeanour whatsoever, and by such summary 
course and order, as is agreeable to martial law, and is used 
in armies in time of war, to proceed to the trial and con- 
demnation of such offenders, and them to cause to be exe- 
cuted and put to death, according to the law martial. 

8. By pretext whereof, some of your Majesty's subjects 
have been by some of the said Commissioners put to death, 
when and where, if by the laws and statutes of the land they 
had deserved death, by the same laws and statutes also they 
might, and by no other ought to have been, adjudged and 
executed. 

9. And also sundry grievous offenders by colour thereof, 
claiming an exemption, have escaped the punishments due 
to them by the laws and statutes of this your realm, by 
reason that divers of your officers and ministers of justice 
have unjustly refused, or forborne to proceed against such 
offenders according to the same laws and statutes, upon 
pretence that the said offenders were punishable only by 
martial law, and by authority of such commissions as afore- 
said, which commissions, and all other of like nature, are 
wholly and directly contrary to the said laws and statutes 
of this your realm. 

10. They do therefore humbly pray your Most Excellent 
Majesty, that no man hereafter be compelled to make or 
yield any gift, loan, benevolence, tax, or such like charge, 

1 It was a long and hard struggle, from Magna Charta for the next five 
hundred years, to prevent the English Crown from ruling by martial law 
in civil cases. Elizabeth did not hesitate to so use it, and Charles I made 
most strenuous efforts to use it in civil cases. 



THE PETITION OF RIGHT 285 

without common consent by Act of Parliament ; and that 
none be called to make answer, or take such oath, or to give 
attendance, or be confined, or otherwise molested or dis- 
quieted concerning the same, or for refusal thereof; and that 
no freeman, in any such manner as is before-mentioned, be 
imprisoned or detained; and that your Majesty will be 
pleased to remove the said soldiers and mariners, and that 
your people may not be so burdened in time to come ; and 
that the foresaid commissions for proceeding by martial 
law, may be revoked and annulled ; and that hereafter no 
commissions of like nature may issue forth to any person 
or persons whatsoever, to be executed as aforesaid, lest by 
colour of them any of your Majesty's subjects be destroyed 
or put to death, contrary to the laws and franchise of the 
land. 

11. All which they most humbly pray of your Most Excel- 
lent Majesty, as their rights and liberties according to the 
laws and statutes of this realm : and that your Majesty would 
also vouchsafe to declare, that the awards, doings, and pro- 
ceedings to the prejudice of your people, in any of the 
premises, shall not be drawn hereafter into consequence or 
example : and that your Majesty would be also graciously 
pleased, for the further comfort and safety of your people, 
to declare your royal will and pleasure, that in the things 
aforesaid all your officers and ministers shall serve you, 
according to the laws and statutes of this realm, as they 
tender the honour of your Majesty, and the prosperity of 
this kingdom. 

[Which Petition being read the 2nd of June, 1628, the 
King's answer was thus delivered unto it. 

The King willeth that right be done according to the 
laws and customs of the realm ; and that the statutes be 
put in due execution, that his subjects may have no cause 
to complain of any wrong or oppressions, contrary to their 
just rights a*nd liberties, to the preservation whereof he 
holds himself as well obliged as of his prerogative. 

On June 7 the answer was given in the accustomed form, 
Soit droit fait comme il est desire. , 1 ] 

1 Let justice be done as desired. 



286 OUTLINE OF. HISTORY 

The Remonstrance against Tonnage and Poundage 

[June 25, 1628.] 

Most Gracious Sovereign, your Majesty's most loyal and 
dutiful subjects, the Commons in this present Parliament 
assembled, being in nothing more careful than of the honour 
and prosperity of your Majesty, and the kingdom, which 
they know do much depend upon that happy union and 
relation betwixt your Majesty and your people, do with 
much sorrow apprehend, that by reason of the incertainty 
of their continuance together, the unexpected interruptions 
which have been cast upon them, and the shortness of time 
in which your Majesty hath determined to end this Session, 
they cannot bring to maturity and perfection divers busi- 
nesses of weight, which they have taken into their consid- 
eration and resolution, as most important for the common 
good : amongst other things they have taken into especial 
care the preparing of a Bill for the granting of your 
Majesty such a subsidy of 1 Tonnage and Poundage, as might 
uphold your profit and revenue in as ample a manner as 
their just care and respect of trade (wherein not only the 
prosperity, but even the life of the kingdom doth consist) 
would permit : but being a work which will require much 
time, and preparation by conference with your Majesty's 
officers, and with the merchants, not only of London, but of 
other remote parts, they find it not possible to be accom- 
plished at this time : wherefore considering it will be much 
more prejudicial to the right of the subject, if your Majesty 
should continue to receive the same without authority of 
law, after the determination of a Session, than if there had 
been a recess by adjournment only, in which case that 
intended grant would have related to the first day of the 
Parliament; and assuring themselves that your Majesty is 
resolved to observe that your royal answer, which you have 
lately made to the Petition of Eight of both Houses of Par- 
liament ; yet doubting lest your Majesty may be misin- 
formed concerning this particular case, as if you might 

1 As commerce grew rapidly in England through the sixteenth and seven- 
teenth centuries, the opportunities for the crown to gather arbitrary taxes 
from the merchant class increased ; hence the numerous and intense strug- 
gles against tonnage, poundage, ship money, and the like, which were taxes 
assessed by Charles I without consent of Parliament and which largely 
brought on the civil war, 1642-1649. 



THE PETITION OF RIGHT 287 

continue to take those subsidies of Tonnage and Poundage, 
and other impositions upon merchants, without breaking 
that answer, they are forced by that duty which they owe 
to your Majesty, and to those whom they represent, to 
declare, that there ought not any imposition to be laid upon 
the goods of merchants, exported or imported, without 
common consent by Act of Parliament, which is the right 
and inheritance of your subjects, founded not only upon 
the most ancient and original constitution of this kingdom, 
but often confirmed and declared in divers statute laws. 

And for the better manifestation thereof, may it please 
your Majesty to understand, that although your royal pred- 
ecessors the Kings of this realm have often had such sub- 
sidies, and impositions granted unto them, upon divers 
occasions, especially for the guarding of the seas, and safe- 
guard of merchants ; yet the subjects have been ever care- 
ful to use such cautions, and limitations in those grants, as 
might prevent any claim to be made, that such subsidies do 
proceed from duty, and not from the free gift of the subjects : 
and that they have heretofore used to limit a time in such 
grants, and for the most part but short, as for a year or 
two, and if it were continued longer, they have sometimes 
directed a certain space of cessation, or intermission, that 
so the right of the subject might be more evident. At other 
times it hath been granted upon occasion of war, for a cer- 
tain number of years, with proviso, that if the war were 
ended in the meantime, then the grant should cease ; and 
of course it hath been sequestered into the hands of some 
subjects to be employed for the guarding of the seas. And 
it is acknowledged by the ordinary answers of your Majes- 
ty's predecessors in their assent to the Bills of subsidies of 
Tonnage and Poundage, that it is of the nature of other 
subsidies, proceeding from the goodwill of the subject. 
Very few of your predecessors had it for life, until the 
reign of Henry VII, who was so far from conceiving he 
had any right thereunto, that although he granted commis- 
sions for collecting certain duties and customs due by law, 
yet he made no commissions for receiving the subsidy of 
Tonnage and Poundage, until the same was granted unto 
him in Parliament. Since his time all the Kings and Queens 
of this realm have had the like grants for life by the free 



288 OUTLINE OF HISTORY 

love and goodwill of the subjects. And whensoever the 
people have been grieved by laying any impositions or other 
charges upon their goods and merchandises without author- 
ity of law (which hath been very seldom), yet upon com- 
plaint in Parliament they have been forthwith relieved; 
saving in the time of your royal father, who having through 
ill counsel raised the rates and charges upon merchandises 
to that height at which they now are, yet he was pleased 
so far forth to yield to the complaint of his people, as to 
offer that if the value of those impositions which he had 
set might be made good unto him, he would bind him- 
self and his heirs by Act of Parliament never to lay any 
other; which offer the Commons at that time, in regard 
of the great burden, did not think fit to yield unto. Never- 
theless, your loyal Commons in this Parliament, out of 
their especial zeal to your service, and especial regard of 
your pressing occasions, have taken into their consider- 
ation, so to frame a grant of subsidy of Tonnage or Pound- 
age to your Majesty, that both you might have been the 
better enabled for the defence of your realm, and your 
subjects, by being secure from all undue charges, be the 
more encouraged cheerfully to proceed in their course of 
trade ; by the increase whereof your Majesty's profit, and 
likewise the strength of the kingdom would be very much 
augmented. 

But not now being able to accomplish this their desire, 
there is no course left unto them, without manifest breach 
of their duty, both to your Majesty and their country, save 
only to make this humble declaration, <■ That the receiving 
of Tonnage and Poundage, and other impositions not granted 
by Parliament, is a breach of the fundamental liberties of 
this kingdom, and contrary to your Majesty's royal answer 
to the said Petition of Right.' And therefore they do most 
humbly beseech your Majesty to forbear any further re- 
ceiving of the same, and not to take it in ill part from 
those of your Majesty's loving subjects, who shall refuse 
to make payment of any such charges, without warrant of 
law demanded. 

And as by this forbearance, your Most Excellent Majesty 
shall manifest unto the world your royal justice in the 
observation of your laws : so they doubt not, but hereafter, 



THE BILL OF RIGHTS 289 

at the time appointed for their coming again, they shall 
have occasion to express their great desire to advance your 
Majesty's honour and profit. 



THE BILL OF RIGHTS 

William of Orange, ruler of the Dutch Republic, and his 
wife Mary were invited to England to take the throne by a 
number of great Whig and Tory lords in 1688. James II, 
last of the Stuart kings (1685-1688), finding himself without 
support, fled to France. A glorious revolution thus took 
place without bloodshed. Parliament drew up a Declaration 
of Rights to which William and Mary gave their assent. 
Early in 1689 they were crowned and proclaimed King 
and Queen. A new Parliament was then called that enacted 
the Declaration into a statute, in which form it is known as 
the Bill of Rights. The principle of Divine Right was at 
last dead ; the nation, through Parliament, supreme. Since 
then the English sovereign is the servant of the nation, 
holding office by virtue of an Act of Parliament, and subject 
to removal by Parliament, should any serious attempt be 
made to play a part other than that assigned by law and 
custom. 

Extracts from the Bill of Rights (1689) 

an act for declaring the rights and liberties 

of the subject and settling the 

succession of the crown 

Whereas the Lords Spiritual and Temporal, and Com- 
mons, assembled at Westminster, lawfully, fully, and freely 
representing all the estates of the people of this realm, did 
upon the Thirteenth day of February, in the year of our 
Lord One Thousand Six Hundred Eighty-eight, present 
unto their Majesties, then called and known by the names 
and style of William and Mary, Prince and Princess of 



290 OUTLINE OF HISTORY 

Orange, being present in their proper persons, a certain 
Declaration in writing, made by the said Lords and Com- 
mons, in the words following, viz. : — 

" Whereas the late King James II, by the assistance of 
divers evil counsellors, judges, and ministers employed by 
him, did endeavour to subvert and extirpate the Protestant 
religion, and the laws and liberties of this kingdom : — 

1. By assuming and exercising a power of dispensing 
with and suspending of laws, and the execution of laws, 
without consent of Parliament. 1 

2. By committing and prosecuting divers worthy prelates 
for humbly petitioning to be excused from concurring to the 
said assumed power. 

3. By issuing and causing to be executed a commission 
under the Great Seal for erecting a court, called the Court 
of Commissioners for Ecclesiastical Causes. 

4. By levying money for and to the use of the Crown by 
pretence of prerogative, for other time and in other manner 
than the same was granted by Parliament. 

5. By raising and keeping a standing army within this 
kingdom in time of peace, without consent of Parliament, 
and quartering soldiers contrary to law. 2 

6. By causing several good subjects, being Protestants, to 
be disarmed, at the same time when Papists were both 
armed and employed contrary to law. 

7. By violating the freedom of election of members to 
serve in Parliament. 

8. By prosecutions in the Court of King's Bench for mat- 
ters and causes cognisable only in Parliament, and by divers 
other arbitrary and illegal causes. 

9. And whereas of late years, partial, corrupt, and un- 
qualified persons have been returned, and served on juries 
in trials, and particularly divers jurors in trials for high 
treason, which were not freeholders. 

10. And excessive bail hath been required of persons 
committed in criminal cases, to elude the benefit of the laws 
made for the liberty of the subjects. 

1 In the early history of England the dispensing power was considered 
legal. An arbitrary king could use this power very tyrannically. See 
Declaration of Independence for similar complaints, and compare the griev- 
ances set forth in the Bill of Rights with those set forth in the Declaration. 

2 See Petition of Right, 10 and 11. 



THE BILL OF RIGHTS 291 

11. And excessive fines nave been imposed ; and illegal 
and cruel punishments inflicted. 

12. And several grants and promises made of fines and 
forfeitures before any conviction or judgment against the 
persons upon whom the same were to be levied. 

All which are utterly and directly contrary to the known 
laws and statutes, and freedom of this realm. 1 

And whereas the said late King James II having abdi- 
cated the government, and the throne being thereby vacant, 
his Highness the Prince of Orange (whom it hath pleased 
Almighty God to make the glorious instrument of deliver- 
ing this kingdom from Popery and arbitrary power) did (by 
the advice of the Lords Spiritual and Temporal, and divers 
principal persons of the Commons) cause letters to be writ- 
ten to the Lords Spiritual and Temporal, being Protestants, 
and other letters to the several counties, cities, univer- 
sities, boroughs, and cinque ports, for the choosing of such 
persons to represent them as were of right to be sent 
to Parliament, to meet and sit at Westminster upon the 
two-and-twentieth day of January, in this year One Thou- 
sand Six Hundred Eighty and Eight, in order to such an 
establishment, as that their religion, laws, and liberties 
might not again be in danger of being subverted; upon 
which letters elections have been accordingly made. 

And thereupon the said Lords Spiritual and Temporal, 
and Commons, pursuant to their respective letters and elec- 
tions, being now assembled in a full and free representation 
of this nation, taking into their most serious consideration 
the best means for attaining the ends aforesaid, do in the 
first place (as their ancestors in like case have usually done) 
for the vindicating and asserting their ancient rights and 
liberties, declare: 2 — 

1. That the pretended power of suspending of laws, or 
the execution of laws, by regal authority, without consent 
of Parliament, is illegal. 

2. That the pretended power of dispensing with laws, or 
the execution of laws by regal authority, as it hath been 
assumed and exercised of late, is illegal. 

1 Work out cases through the courts, the legislature, and the executive, 
illustrative of the complaints made in the Bill of Rights. 

2 Compare the method of securing the Bill of Rights (Act of Parliament) 
with that of securing the United States Constitution (special convention). 



292 OUTLINE OF HISTORY 

3. That the commission for erecting the late Court of 
Commissioners for Ecclesiastical Causes, and all other com- 
missions and courts of like nature, are illegal and pernicious. 

4. That levying money for or to the use of the Crown 
by pretence and prerogative, without grant of Parliament, 
for longer time or in other manner than the same is or shall 
be granted, is illegal. 

5. That it is the right of the subjects to petition the King, 
and all commitments and prosecutions for such petitioning 
are illegal. 1 

6. That the raising or keeping a standing army within 
the kingdom in time of peace, unless it be with consent of 
Parliament, is against law. 

7. That the subjects which are Protestants may have 
arms for their defence suitable to their conditions, and as 
allowed by law. 

8. That election of members of Parliament ought to 
be free. 

9. That the freedom of speech, and debates or proceed- 
ings in Parliament, ought not to be impeached or questioned 
in any court or place out of Parliament. 2 

10. That excessive bail ought not to be required, nor ex- 
cessive fines imposed ; nor cruel and unusual punishments 
inflicted. 

11. That jurors ought to be duly impanelled and re- 
turned, and jurors which pass upon men in trials for high 
treason ought to be freeholders. 

12. That all grants and promises of fines and forfeitures 
of particular persons before conviction are illegal and void. 3 

13. And that for redress of all grievances, and for the 
amending, strengthening, and preserving of the laws, Parlia- 
ment ought to be held frequently. 

And they do claim, demand, and insist upon all and sin- 
gular the premises, as their undoubted rights and liberties ; 
and that no declarations, judgments, doings or proceedings, 
to the prejudice of the people in any of the said premises, 
ought in any wise to be drawn hereafter into consequence 
or example. 

1 Compare with right of petition in Declaration of Independence, and 
Constitution of United States, Amendments, Art. I. 

2 See Articles of Confederation, Art. V, and Constitution of United States, 
Amendments, Art. I. 3 See Magna Charta, Art. 36. 



THE BILL OF RIGHTS 293 

To which, demand of their rights they are particularly en- 
couraged hy the declaration of his Highness the Prince of 
Orange, as being the only means for obtaining a full redress 
and remedy therein. 

Having therefore an entire confidence that his said High- 
ness the Prince of Orange will perfect the deliverance so far 
advanced by him, and will still preserve them from the viola- 
tion of their rights, which they have here asserted, and from 
all other attempts upon their religion, rights, and liberties : 

The said Lords Spiritual and Temporal, and Com- 
mons, assembled at Westminster, do resolve, that William 
and Mary, Prince and Princess of Orange, be, and be de- 
clared, King and Queen of England, France, and Ireland, 
and the dominions thereunto belonging, to hold the crown 
and royal dignity of the said kingdoms and dominions to 
them the said Prince and Princess during their lives, and 
the life of the survivor of them ; and that the sole and full 
exercise of the regal power be only in, and executed by, the 
said Prince of Orange, in the names of the said Prince and 
Princess, during their joint lives ; and after their deceases, 
the said crown and royal dignity of the said kingdoms and 
dominions to be to the heirs of the body of the said Prin- 
cess ; and for default of such issue to the Princess Anne of 
Denmark, and the heirs of her body; and for default of 
such issue to the heirs of the body of the said Prince of 
Orange. And the Lords Spiritual and Temporal, and Com- 
mons, do pray the said Prince and Princess to accept the 
same accordingly. " 1 

The act goes on to state that " William and Mary having 
accepted the crown upon these terms the rights and liber- 
ties asserted and claimed in the said declaration are the 
true, ancient, and indubitable rights and liberties of the 
people of the kingdom, and so shall be esteemed, allowed, 
adjudged, deemed and taken to be, and that all and every 
the particulars aforesaid shall be firmly and strictly holden 
and observed as they are expressed in the said declaration ; 

1 This is the first official statement in English history that the right of 
government comes from the people and is not given directly by God. Com- 
pare with the Declaration of Independence : " Governments are instituted 
among men, deriving their just powers from the consent of the governed." 



294 OUTLINE OF HISTORY 

and all officers and ministers whatsoever shall serve their 
Majesties and their successors according to the same in all 
times to come." 

The act then goes on to declare that William and Mary 
" Are and of right ought to be King and Queen of England," 
and it further goes on to regulate the succession of the 
English crown after their deaths. 



THE DECLARATION OF INDEPENDENCE 

A committee of five to draw up a declaration of inde- 
pendence was appointed by the Continental Congress, June 
10, 1776. This Committee consisted of Thomas Jefferson, 
John Adams, Benjamin Franklin, Roger Sherman, and 
Robert R. Livingston. Jefferson, who was a poor speaker 
but an able writer, was appointed to make the draft, 
and his draft was accepted, with some few changes, by 
the Committee and by Congress. The chief change made 
was the omission of the clause charging the English king 
with keeping the American colonies open as a slave market 
for English traders. The adoption of the Declaration by 
Congress, July 4, 1776, was due to the eloquence and in- 
fluence of John Adams more than to that of any other man. 
Jefferson skillfully shaped the argument in the Declaration 
to show (1) that the right to govern grew out of the consent 
of the people governed ; (2) that the English Parliament had 
no rightful authority to make laws for the American colo- 
nies because they were not represented in it ; and (3) that 
the English king by tyrannical rule had grievously violated 
the rights which the American colonists were entitled to 
under the English Constitution, and that it was therefore 
the colonies' right and duty to withdraw from England and 
set up an independent government of their own. 

The Declaration of Independence is the logical outgrowth 
of Magna Charta, Petition of Right, and Bill of Rights, in 



THE DECLARATION OF INDEPENDENCE 295 

English history. It has taken the same place in the history 
of liberty in America that Magna Charta has in the history 
of liberty in England. 

In the entire history of the growth of the spirit of nation- 
ality from 1776 to the Civil War, it was a constantly growing 
question of debate whether the Declaration of Independence 
was essentially made by the nation as a whole or by the 
individual states, each acting as a sovereign power. 

The Unanimous Declaration of Independence 

of the Thirteen United States of America 

In Congress, July 4, 1776. 

When in the Course of human events, it becomes neces- 
sary for one people to dissolve the political bands which 
have connected them with another, and to assume among 
the Powers of the earth, the separate and equal station to 
which the Laws of Nature and of Nature's God entitle 
them, a decent respect to the opinions of mankind requires 
that they should declare the causes which impel them to 
the separation. 

We hold these truths to be self-evident, that all men are 
created equal, that they are endowed by their Creator with 
certain unalienable Rights, that among these are Life, 
Liberty, and the pursuit of Happiness. That to secure these 
rights, Governments are instituted among Men, deriving 
their just powers from the consent of the governed, That 
whenever any Form of Government becomes destructive of 
these ends, it is the Eight of the People to alter or to 
abolish it, and to institute new Government, laying its 
foundation on such principles and organizing its powers in 
such form, as to them shall seem most likely to effect their 
Safety and Happiness. Prudence, indeed, will dictate that 
Governments long established should not be changed for 
light and transient causes ; and accordingly all experience 
hath shown, that mankind are more disposed to suffer, 
while evils are sufferable, than to right themselves by abol- 
ishing the forms to which they are accustomed. But when 
a long train of abuses and usurpations, pursuing invariably 



296 OUTLINE OF HISTORY 

the same Object evinces a design to reduce them under 
absolute Despotism, it is their right, it is their duty, to 
throw off such Government, and to provide new Guards for 
their future security. — Such has been the patient sufferance 
of these Colonies ; and such is now the necessity which con- 
strains them to alter their former Systems of Government. 
The history of the present King of Great Britain is a his- 
tory of repeated injuries and usurpations, all having in 
direct object the establishment of an absolute Tyranny over 
these States. To prove this, let Facts be submitted to a 
candid world. 

He has refused his Assent to Laws, the most wholesome 
and necessary for the public good. 

He has forbidden his Governors to pass Laws of imme- 
diate and pressing importance, unless suspended in their 
operation till his Assent should be obtained ; and when so 
suspended, he has utterly neglected to attend to them. 1 

He has refused to pass other Laws for the accommodation 
of large districts of people, unless those people would re- 
linquish the right of Representation in the Legislature, a 
right inestimable to them and formidable to tyrants only. 

He has called together legislative bodies at places unus- 
ual, uncomfortable, and distant from the depository of their 
Public Records, for the sole purpose of fatiguing them into 
compliance with his measures. 2 

He has dissolved Representative Houses repeatedly, for 
opposing with manly firmness his invasions on the rights of 
the people. 8 

He has refused for a long time, after such dissolutions, 
to cause others to be elected; whereby the Legislative 
Powers, incapable of Annihilation, have returned to the 
People at large for their exercise ; the State remaining in 
the mean time exposed to all the dangers of invasion from 
without, and convulsions within. 

He has endeavoured to prevent the population of these 
States ; for that purpose obstructing the Laws for Natural- 

1 Compare with Bill of Rights, 1. 

2 Compare this grievance with that of Magna Charta, 17. 

3 Compare with the policy of the Stuarts in dissolving Parliament. The 
assemblies of both Virginia and Massachusetts were dissolved by the royal 
governors ruling in them. 



THE DECLARATION OF INDEPENDENCE 297 

ization of Foreigners ; 1 refusing to pass others to encourage 
their migration hither, and raising the conditions of new 
Appropriations of Lands. 

He has obstructed the Administration of Justice, by re- 
fusing his Assent to Laws for establishing Judiciary Powers. 

He has made Judges dependent on his Will alone, for 
the tenure of their offices, and the amount and payment of 
their salaries. 2 

He has erected a multitude of 'New Offices, and sent 
hither swarms of Officers to harass our People, and eat out 
their substance. 

He has kept among us, in times of peace, Standing 
Armies without the Consent of our legislature. 3 

He has affected to render the Military independent of 
and superior to the Civil Power. 4 

He has combined with others 5 to subject us to a juris- 
diction foreign to our constitution, and unacknowledged 
by our laws ; giving his Assent to their Acts of pretended 
Legislation : 

For quartering large bodies of armed troops among us : 

For protecting them, by a mock Trial, from Punishment 
for any Murders which they should commit on the Inhabi- 
tants of these States : 

For cutting off our Trade with all parts of the world : 6 

For imposing taxes on us without our Consent : 7 

1 In 1746 Parliament passed a general naturalization law providing that 
a voter must have resided seven years in his colony, taken the oath of 
allegiance, and professed the " Protestant Christian faith." England, near 
the middle of the eighteenth century, commanded her colonial governors to 
grant no more land and to permit no settlements west of the " Sources of 
the Atlantic Board Rivers." 

2 The colonists wished the length of term and amount of salary of the 
colonial judges to he under their own control. 

3 Troops were sent to Boston in 1768, and were at times " hilleted " on 
the people without the consent of the colonists, in this and other colonies, 
at the outbreak of the Revolution. Compare this complaint with 6, Peti- 
tion of Right, and 5 and 6, Bill of Rights. 

4 Government hy martial law was a constant menace to English liberty. 
See Petition of Right, 7, 8, 9 and 10 ; Bill of Rights, 5. 

5 " Others" refers to the English Parliament. Those who adopted the 
Declaration of Independence did not acknowledge any authority of Parlia- 
ment to make laws for them, since they had no representation in it. For 
the same reason the American colonists regarded the acts passed hy the 
English Parliament concerning them as "pretended legislation." 

6 Refers to Port Bill, closing the port of Boston. 

7 Refers to the Stamp Act. 



298 OUTLINE OF HISTORY 

For depriving us in many cases, of the benefits of Trial 
by Jury : * 

For transporting us beyond Seas to be tried for pretended 
offences : 

For abolishing the free System of English Laws in a 
neighbouring Province, establishing therein an Arbitrary 
government, and enlarging its Boundaries so as to render it 
at once an example and fit instrument for introducing the 
same absolute rule into these Colonies : 2 

For taking away our Charters, abolishing our most valu- 
able Laws, and altering fundamentally the Forms of our 
Governments : 3 

For suspending our own Legislatures, and declaring them- 
selves invested with Power to legislate for us in all cases 
whatsoever. 4 

He has abdicated Government here, by declaring us out 
of his Protection and waging War against us. 

He has plundered our seas, ravaged our Coasts, burnt 
our towns, and destroyed the lives of our people. 5 

He is at this time transporting large armies of foreign 
mercenaries to compleat the works of death, desolation and 
tyranny, already begun with circumstances of Cruelty & 

1 From the time the soldiers were stationed at Boston (1768) to the 
outbreak of the war (1775), on account of the growth of passion on both 
sides, it became more and more difficult for the English to secure fair 
jury trial for acts committed while seeking to carry out their orders from 
the English government ; hence the attempt on the part of England (1) to 
suspend jury trial in many instances, settling disputes instead through 
the Vice-Admiralty Court ; and (2) to send offenders to England to be tried 
by English courts. 

2 "Quebec Act" passed by Parliament, 1774, organizing the territory 
northwest of the Ohio River, extending to the Mississippi, into a province 
or colony called the province of Quebec. Since England in organizing it 
provided for no legislature, trial by jury, or writ of habeas corpus for 
those settling therein, the colonists complained that it was an example of 
arbitrary and despotic government which would threaten the free institu- 
tions of all the colonies. 

8 This was the most fundamental and vital of all the complaints set forth 
by the Declaration. Massachusetts, Connecticut, Rhode Island, and others 
had had their charters taken from them or altered. To take their charters 
from them seemed to the colonists to tear their liberties up by the very roots. 

4 As colonial feeling grew more intense just prior to the opening of the 
Revolution, the royal governors were ordered to suspend and then to dis- 
solve the assemblies in many of the colonies. The assemblies in Georgia, 
Virginia, Maryland, New York, and Massachusetts were all dissolved in 
the years immediately preceding the war. 

5 Arrival of General Gage and British troops in Boston, and battles of 
Lexington, Concord, and Bunker Hill. 



THE DECLARATION OF INDEPENDENCE 299 

perfidy scarcely paralleled in the most barbarous ages, and 
totally unworthy the Head of a civilized nation. 1 

He has constrained our fellow Citizens taken Captive on 
the high Seas to bear Arms against their Country, to be- 
come the executioners of their friends and Brethren, or to 
fall themselves by their Hands. 2 

He has excited domestic insurrections amongst us, and has 
endeavoured to bring on the inhabitants of our frontiers the 
merciless Indian Savages, whose known rule of warfare is an 
undistinguished destruction of all ages, sexes and conditions. 3 

In every stage of these Oppressions We have Petitioned 4 
for Redress in the most humble terms : Our repeated Peti- 
tions have been answered only by repeated injury. A Prince, 
whose character is thus marked by every act which may 
define a Tyrant, is unfit to be the ruler of a free People. 

Nor have We been wanting in attention to our Brittish 
brethren. We have warned 5 them from time to time of at- 
tempts by their legislature to extend an unwarrantable 
jurisdiction over us. We have reminded them of the cir- 
cumstances of our emigration and settlement here. We have 
appealed to their native justice and magnanimity, and we 
have conjured them by the ties of our common kindred to dis- 
avow these usurpations, which would inevitably interrupt 
our connections and correspondence. They too have been 
deaf to the voice of justice and of consanguinity. We must, 
therefore, acquiesce in the necessity, which denounces our 
Separation, and hold them, as we hold the rest of mankind, 
Enemies in War, in Peace Friends. 

6 We, therefore, the Bepresentatives of the united States 
of America, in General Congress, Assembled, appealing to 

1 This refers to the hired Hessian soldiers Drought from Germany. 

2 This practice on the part of England of capturing sailors who were 
American citizens and pressing them into the service of the English navy 
continued from this time down to the close of the War of 181'2, — a period 
of full forty years. 

8 Both the Continental Congress and the British employed Indians to 
some extent in the Revolutionary War. 

4 Compare with Bill of Rights, 5. For examples of colonial petitions to 
England read Resolutions passed by the Virginia legislature, 1765; also 
Declaration of Rights and Grievances, 1765. 

5 Declaration of Rights, 1774, of Continental Congress. 

6 Study the words of the Declaration, pointing out those expressions 
in it which tend to show national feeling and those which tend to show 
state feeling in the minds of those who made it. 



300 OUTLINE OF HISTORY 

the Supreme Judge of the world for the rectitude of our 
intentions, do, in the Name, and by Authority of the good 
People of these Colonies, solemnly publish and declare, 
That these United Colonies are, and of Eight ought to be 
Free and Independent States ; that they are Absolved from 
all Allegiance to the British Crown, and that all political 
connection between them and the State of Great Britain, is 
and ought to be totally dissolved ; and that as Free and 
Independent States, they have full Power to levy War, con- 
clude Peace, contract Alliances, establish Commerce, and to 
do all other Acts and Things which Independent States 
may of right do. And for the support of this Declaration, 
with a firm reliance on the Protection of Divine Providence, 
we mutually pledge to each other our Lives, our Fortunes 
and our sacred Honor. 

JOHN HANCOCK. 

New Hampshire. Josiah Bartlett, Wm. Whipple, Mat- 
thew Thornton. 

Massachusetts Bay. Saml. Adams, John Adams, Robt. Treat 
Paine, Elbridge Gerry. 

Rhode Island. Step. Hopkins, William Ellery. 

Connecticut. Roger Sherman, Sam'el Huntington, Wm. 
Williams, Oliver Wolcott. 

New York. Wm. Floyd, Phil. Livingston, Frans. Lewis, 
Lewis Morris. 

New Jersey. Richd. Stockton, Jno. Witherspoon, Fras. 
Hopkinson, John Hart, Abra. Clark. 

Pennsylvania. Robt. Morris, Benjamin Rush, Benja. 
Franklin, John Morton, Geo. Clymer, Jas. Smith, Geo. 
Taylor, James Wilson, Geo. Ross. 

Delaware. Caesar Rodney, Geo. Read, Tho. M'Kean. 

Maryland. Samuel Chase, Wm. Paca, Thos. Stone, Charles 
Carroll of Carrollton. 

Virginia. George Wythe, Richard Henry Lee, Th. Jef- 
ferson, Benja. Harrison, Thos. Nelson, jr., Francis Light- 
foot Lee, Carter Braxton. 

North Carolina. Wm. Hooper, Joseph Hewes, John Penn. 

South Carolina. Edward Rutledge, Thos. Heyward, Junr., 
Thomas Lynch, Junr., Arthur Middleton. 

Georgia. Button Gwinnett, Lyman Hall, Geo. Walton. 

The names of the signers are here spelled as in the original. 



THE ARTICLES OF CONFEDERATION 301 

Extract from Jefferson's Original Draft of 
the Declaration of Independence, showing the 
Estimate by the American Colonies of Eng- 
land's Attitude in Regard to the Slave Trade 

He [King George III] has incited treasonable insurrections 
of our fellow-citizens, with the allurements of forfeiture and 
confiscation of our property. • 

He has waged cruel war against human nature itself, 
violating its most sacred rights of life and liberty in the per- 
sons of a distant people who never offended him, captivating 
'and carrying them into slavery in another hemisphere, or to 
incur miserable death in their transportation thither. This 
piratical warfare, the opprobrium of infidel powers, is the 
warfare of the christian King of Great Britain. Determined 
to keep open a market where men should be bought and sold, 
he has prostituted his negative for suppressing every legisla- 
tive attempt to prohibit or to restrain this execrable commerce. 
And that this assemblage of horrors might ivant no fact of 
distingxtished die, he is now exciting those very people to rise 
in arms among us, and to purchase that liberty of which he 
has deprived them, by murdering the pieople on whom he also 
obtruded them : thus paying off former crimes committed 
against the liberties of one people with crimes which he 
urges them to commit against the lives of another. 



THE ARTICLES OF CONFEDERATION 

November 15, 1777, the Continental Congress adopted 
Articles of Confederation and perpetual Union between the 
thirteen colonies which had united in the Declaration of 
Independence. These articles were not binding on any state 
until they were agreed to by all. The states were slow in 
giving their assent, the last not agreeing till March 1, 1781. 

The government formed under the Articles of Confed- 
eration was in every sense a league, — formed by state 



302 OUTLINE OF HISTORY 

legislatures, ratified by state legislatures, controlled by state 
legislatures. It had but one department of government 
well-developed, — the legislature, — hence it was weak. 
Though very inefficient as a government, it helped the 
American people to bridge over a critical period of intense 
state feeling, and helped them to learn slowly and by bitter 
experience lessons of national action and feeling which 
they could have learned no other way. Congress rapidly 
declined in power during 1786, 1787, and 1788. On July 
14, 1788, Congress announced the ratification of our present 
Constitution by nine states, the number necessary to make 
it binding. It then made arrangements for the day and 
place of the inauguration of President Washington ; from 
this time forward one or two delegates from a state kept 
up the form of meeting in the Continental Congress till 
March 2, 1789, when the government under the Articles 
of Confederation flickered and went out. 

Articles of Confederation and Perpetual Union 
between the states of new hampshire, mas- 
SACHUSETTS Bay, Rhode Island and Providence 
Plantations, Connecticut, New York, New Jer- 
sey, Pennsylvania, Delaware, Maryland, Vir- 
ginia, North Carolina, South Carolina, and 
Georgia 

Article I. The style of this Confederacy shall be, 
" The United States of America." 

Art. II. Each State retains its sovereignty, freedom, 
and independence, and every power, jurisdiction, and right, 
which is not by this Confederation expressly delegated to 
the United States in Congress assembled. 1 

1 State consciousness and state feeling as opposed to national feeling 
are strongly set forth in Article II. This was but natural since the Ameri- 
cans had just been struggling against a very strong and arbitrary central 
government, as carried on by George III. 



THE ARTICLES OF CONFEDERATION 303 

Art. III. The said States hereby severally enter into 
a firm league of friendship with each other, for their com- 
mon defense, the security of their liberties, and their 
mutual and general welfare, binding themselves to assist 
each other against all force offered to, or attacks made 
upon them, or any of them, on account of religion, sover- 
eignty, trade, or any other pretense whatever. 1 

Art. IV. The better to secure and perpetuate mutual 
friendship and intercourse among the people of the different 
States in this Union, the free inhabitants of each of these 
States, paupers, vagabonds, and fugitives from justice ex- 
cepted, shall be entitled to all privileges and immunities of 
free citizens in the several States; and the people of each 
State shall have free ingress and egress to and from any 
other State, and shall enjoy therein all the privileges of 
trade and commerce 2 subject to the same duties, impositions, 
and restrictions as the inhabitants thereof respectively ; 
provided that such restrictions shall not extend so far as to 
prevent the removal of property imported into any State to 
any other State of which the owner is an inhabitant ; pro- 
vided also, that no imposition, duties, or restriction shall 
be laid by any State on the property of the United States 
or either of them. 3 If any person guilty of, or charged with, 
treason, felony, or other high misdemeanor in any State 
shall flee from justice and be found in any of the United 
States, he shall, upon demand of the governor or executive 
power of the State from which he fled, be delivered up and 
removed to the State having jurisdiction of his offense. 4 
Full faith and credit shall be given in each of these States 
to the records, acts, and judicial proceedings of the courts 
and magistrates of every other State. 

Art. V. 5 For the more convenient management of the 
general interests of the United States, delegates shall be 

1 Compare the nature and purpose of the Union as stated in Article III 
with that stated in the Preamble of the United States Constitution. 

2 Notwithstanding this provision, one of the sources of perpetual dis- 
cord and ill-feeling between the states was the difference in laws which the 
individual states made in regulating commerce both on land and sea. 

3 Compare with U. S. Const., Art. II, cl. 2. 

4 Compare with U. S. Const., Art. I, cl. 1. 

5 The machinery of government as here provided for, in which the whole 
executive, legislative, and judicial power is placed in the hands of one 
body, is the chief example of its kind in American history. All the colonial 



304 OUTLINE OF HISTORY 

annually appointed in such manner as the Legislature of 
each State shall direct, to meet in Congress on the first 
Monday in November, in every year, with a power reserved 
to each State to recall its delegates, or any of them, at any 
time within the year, and to send others in their stead for 
the remainder of the year. No State shall be represented 
in Congress by less than two, nor by more than seven 
members ; x and no person shall be capable of being a dele- 
gate for more than three years in any term of six years ; 
nor shall any person, being a delegate, be capable of hold- 
ing any office under the United States for which he, or 
another for his benefit, receives any salary, fees, or emolu- 
ment of any kind. Each State shall maintain its own dele- 
gates in any meeting of the States and while they act as 
members of the Committee of the States. In determining 
questions in the United States in Congress assembled, each 
State shall have one vote. Freedom of speech and debate 
in Congress shall not be impeached or questioned in any 
court or place out of Congress ; and the members of Con- 
gress shall be protected in their persons from arrests and 
imprisonment during the time of their going to and from, 
and attendance on, Congress, except for treason, felony, or 
breach of the peace. 2 

Art. VI. 3 No State, without the consent of the United 
States, in Congress assembled, shall send any embassy to, 
or receive any embassy from, or enter into any conference, 
agreement, alliance, or treaty with any king, prince, or 
state ; nor shall any person holding any office of profit or 
trust under the United States, or any of them, accept of 
any present, emolument, office, or title of any kind what- 
ever from any king, prince, or foreign state ; nor shall the 

governments in America, and the constitution following the Articles of 
Confederation (1787), made careful provision for three well-balanced de- 
partments of government, — executive, legislative, and judicial. The 
growth of English constitutional history, on the contrary, is the greatest 
known example of a strong and free government which has grown till its 
supreme governing power over king, courts, and legislature is expressed in 
one body, the House of Commons,"in some particulars as the Americans 
attempted to work it out under the Articles of Confederation. 

1 This provision greatly prevented the development of a strong national 
feeling among the states by breaking off the service of each state's dele- 
gates every three years. 

2 Compare with Bill of Rights, 9, and U. S. Const., Art. I, Sec. 6, cl. 1. 

3 Compare with U. S. Const., Art. I, Sec. 10, cl. 1. 



THE ARTICLES OF CONFEDERATION 305 

United States, in Congress assembled, or any of them, grant 
any title of nobility. 

No two or more States shall enter into any treaty, con- 
federation, or alliance whatever between them, without the 
consent of the United States, in Congress assembled, speci- 
fying accurately the purposes for which the same is to be 
entered into, and how long it shall continue. 1 

No State shall lay any imposts or duties which may inter- 
fere with any stipulations in treaties entered into by the 
United States, in Congress assembled, with any king, prince, 
or state, in pursuance of any treaties already proposed by 
Congress to the courts of France and Spain. 

No vessel of war shall be kept up in time of peace by 
any State, except such number only as shall be deemed 
necessary by the United States, in Congress assembled, for 
the defense of such State or its trade, nor shall any body 
of forces be kept up by any State in time of peace, except 
such number only as, in the judgment of the United States, 
in Congress assembled, shall be deemed requisite to garrison 
the forts necessary for the defense of such State ; but every 
State shall always keep up a well-regulated and disciplined 
militia, sufficiently armed and accoutred, and shall provide 
and constantly have ready for use in public stores a due 
number of field-pieces and tents, and a proper quantity of 
arms, ammunition, and camp equipage. 2 

No State shall engage in any war without the consent of 
the United States, in Congress assembled, unless such State 
be actually invaded by enemies, or shall have received cer- 
tain advice of a resolution being formed by some nation of 
Indians to invade such State, and the danger is so imminent 
as not to admit of a delay till the United States, in Con- 
gress assembled, can be consulted ; nor shall any State grant 
commissions to any ships or vessels of war, nor letters of 
marque or reprisal, except it be after a declaration of war 
by the United States, in Congress assembled, and then only 
against the kingdom or state, and the subjects thereof, 

1 This provision was violated by a compact between Virginia and 
Maryland, regarding commerce, just as a like provision under our present 
Constitution (Art. I, Sec. 10, cl. 1) was violated by the attempt of the 
South to establish a Southern Confederacy (1861-1865) . 

2 Compare with U. S. Const., Art. I, Sec. 10, cl. 3. 



306 OUTLINE OF HISTORY 

against which war has been so declared, and under such 
regulations as shall be established by the United States, in 
Congress assembled, unless such State be infested by pirates, 
in which case vessels of war may be fitted out for that 
occasion, and kept so long as the danger shall continue, or 
until the United States, in Congress assembled, shall deter- 
mine otherwise. 1 

Art. VII. When land forces are raised by any state for 
the common defense, all officers of or under the rank of 
Colonel shall be appointed by the Legislature of each State 
respectively by whom such forces shall be raised, or in such 
manner as such State shall direct, and all vacancies shall 
be filled up by the State which first made the appointment. 

Art. VIII. All charges of war, and all other expenses 
that shall be incurred for the common defense, or general 
welfare, and allowed by the United States, in Congress as- 
sembled, shall be defrayed out of a common treasury, which 
shall be supplied by the several States in proportion to the 
value of all land within each State, granted to, or surveyed 
for, any person, as such land and' the buildings and im- 
provements thereon shall be estimated, according to such 
mode as the United States, in Congress assembled, shall, 
from time to time, direct and appoint. The taxes for paying 
that proportion shall be laid and levied by the authority 
and direction of the Legislatures of the several States, 
within the time agreed upon by the United States, in Con- 
gress assembled. 2 

Art. IX. The United States, in Congress assembled, 
shall have the sole and exclusive right and power of de- 
termining on peace and war, except in the cases mentioned 
in the sixth Article ; of sending and receiving ambassadors ; 
entering into treaties and alliances, provided that no treaty 

1 This provision was poorly respected by the states, since the central 
government did not possess sufficient military power to render efficient 
protection. For example, Georgia, in disregard of the Continental Con- 
gress, made war and treaty with the Creek Indians of Georgia. 

2 The provision for raising money for the central government during 
the Articles of Confederation by making " requisitions" upon the states 
proved entirely insufficient for maintaining a strong, vigorous government. 
It was the opposite extreme of control of the purse from the days of Magna 
Charta and Petition of Right, when the crown undertook by numerous de- 
vices to gain absolute control of the purse. Compare power of central gov- 
ernment over taxation as stated here with U. S. Const., Art. I, Sec. 8, cl. 1. 



THE ARTICLES OF CONFEDERATION 307 

of commerce shall be made, whereby the legislative power 
of the respective States shall be restrained from imposing 
snch imposts and duties on foreigners as their own people 
are subjected to, or from prohibiting the exportation or 
importation of any species of goods or commodities what- 
ever ; of establishing rules for deciding, in all cases, what 
captures on land and water shall be legal, and in what man- 
ner prizes taken by land or naval forces in the service of 
the United States shall be divided or appropriated ; of 
granting letters of marque and reprisal in times of peace ; 
appointing courts for the trial of piracies and felonies com- 
mitted on the high seas ; and establishing courts for receiv- 
ing and determining finally appeals in all cases of captures ; 
provided that no member of Congress shall be appointed a 
judge of any of the said courts. 1 

The United States, in Congress assembled, shall also be 
the last resort on appeal in all disputes and differences now 
subsisting, or that hereafter may arise between two or more 
States concerning boundary, jurisdiction, or any other cause 
whatever ; 2 which authority shall always be exercised in the 
manner following : 3 Whenever the legislative or executive 
authority, or lawful agent of any State in controversy with 
another, shall present a petition to Congress, stating the 
matter in question, and praying for a hearing, notice thereof 
shall be given by order of Congress to the legislative or 
executive authority of the other State in controversy, and 
a day assigned for the appearance of the parties by their 
lawful agents, who shall then be directed to appoint, by 
joint consent, commissioners or judges to constitute a court 
for hearing and determining the matter in question ; but if 
they cannot agree, Congress shall name three persons out 
of each of the United States, and from the list of such per- 
sons each party shall alternately strike out one, the peti- 
tioners beginning, until the number shall be reduced to 
thirteen ; and from that number not less than seven nor 

1 Compare powers of the central government as stated here with powers 
under the Constitution, Art. I, Sec. 8, cl. 11-18. 

2 Compare the organization, strength, and independence of the national 
court system, as provided here, with that provided under the U. S. Const., 
Art. Ill, Sec. 1, and Sec. 2, cl. 1 and 2. 

3 The court machinery as here set up was exceedingly clumsy, entirely 
inadequate, and was tried but a single time during the Articles, 1781-1789. 



308 OUTLINE OF HISTORY 

more than nine names, as Congress shall direct, shall, in 
the presence of Congress, be drawn out by lot ; and the per- 
sons whose names shall be so drawn, or any five of them, 
shall be commissioners or judges, to hear and finally de- 
termine the controversy, so always as a major part of the 
judges who shall hear the cause shall agree in the deter- 
mination ; and if either party shall neglect to attend at the 
day appointed, without showing reasons which Congress 
shall judge sufficient, or being present, shall refuse to strike, 
the Congress shall proceed to nominate three persons out 
of each State, and the secretary of Congress shall strike in 
behalf of such party absent or refusing ; and the judgment 
and sentence of the court, to be appointed in the manner 
before prescribed, shall be final and conclusive ; and if any 
of the parties shall refuse to submit to the authority of 
such court, or to appear or to defend their claim or cause, 
the court shall nevertheless proceed to pronounce sentence 
or judgment, which shall in like manner be final and de- 
cisive ; the judgment or sentence and other proceedings 
being in either case transmitted to Congress, and lodged 
among the acts of Congress for the security of the parties 
concerned; provided, that every commissioner, before he 
sits in judgment, shall take an oath, to be administered by 
one of the judges of the supreme or superior court of the 
State where the cause shall be tried, " well and truly to 
hear and determine the matter in question, according to the 
best of his judgment, without favor, affection, or hope of 
reward." Provided, also, that no State shall be deprived of 
territory for the benefit of the United States. 

All controversies x concerning the private right of soil 
claimed under different grants of two or more States, 
whose jurisdictions, as they may respect such lands, and 
the States which passed such grants are adjusted, the said 
grants or either of them being at the same time claimed 
to have originated antecedent to such settlement of juris- 
diction, shall, on the petition of either party to the Con- 
gress of the United States, be finally determined, as near 
as may be, in the same manner as is before prescribed for 

1 Controversies concerning Western overlapping claims to lands, and 
the like, for example, in the Wyoming valley. 



THE ARTICLES OF CONFEDERATION 309 

deciding disputes respecting territorial jurisdiction between 
different States. 

The United States, in Congress assembled, shall also have 
the sole and exclusive right and power of regulating the 
alloy and value of coin struck by their own authority, or by 
that of the respective States ; x fixing the standard of weights 
and measures throughout the United States ; regulating the 
trade and managing all affairs with the Indians, not members 
of any of the States ; provided that the legislative right of 
any State, within its own limits, be not infringed or violated ; 
establishing and regulating post-offices from one State to 
another, throughout all the United States, and exacting such 
postage on the papers passing through the same as may be 
requisite to defray the expenses of the said office ; appoint- 
ing all officers of the land forces in the service of the 
United States, excepting regimental officers ; appointing all 
the officers of the naval forces, and commissioning all officers 
whatever in the service of the United States ; making rules 
for the government and regulation of the said land and 
naval forces, and directing their operations. 

The United States, in Congress assembled, shall have 
authority to appoint a committee, to sit in the recess of 
Congress, to be denominated " A Committee of the States," 2 
and to consist of one delegate from each State, and to ap- 
point such other committees and civil officers as may be 
necessary for managing the general affairs of the United 
States under their direction ; to appoint one of their num- 
ber to preside ; provided that no person be allowed to serve 
in the office of president more than one year in any term 
of three years ; to ascertain the necessary sums of money 
to be raised for the service of the United States, and to 
appropriate and apply the same for defraying the public 
expenses ; to borrow money or emit bills on the credit of 
■the United States, transmitting every half year to the 
respective States an account of the sums of money so 

1 Compare with Magna Charta, 35, 41, and 42, for early steps of the cen- 
tral government in regulating matters pertaining to trade ; for example, 
the coining of money, establishing of uniform weights and measures, etc. 
Also compare with U. S. Const., Art. I, Sec. 8, cl. 5. 

2 This Committee of the States was without power to enforce any 
recommendation it might make, was practically without power to legislate, 
and hence was a complete failure. 



310 OUTLINE OF HISTORY 

borrowed, or emitted ; to build and equip a navy ; to agree 
upon the number of land forces, and to make requisitions 
from each State for its quota, in proportion to the number of 
white inhabitants in such state, which requisition shall be 
binding ; and thereupon the Legislature of each State shall 
appoint the regimental officers, raise the men, and clothe, 
arm, and equip them in soldier-like manner, at the expense 
of the United States ; and the officers and men so clothed, 
armed, and equipped shall march to the place appointed, 
and within the time agreed on by the United States, in 
Congress assembled ; x but if the United States, in Congress 
assembled, shall, on consideration of circumstances, judge 
proper that any State should not raise men, or should 
raise a smaller number than its quota, and that any other 
State should raise a greater number of men than the quota 
thereof, such extra number shall be raised, officered, clothed, 
armed, and equipped in the same manner as the quota of 
such State, unless the Legislature of such State shall judge 
that such extra number cannot be safely spared out of the 
same, in which case they shall raise, officer, clothe, arm, 
and equip as many of such extra number as they judge 
can be safely spared, and the officers and men so clothed, 
armed, and equipped shall inarch to the place appointed, 
and within the time agreed on by the United States, in 
Congress assembled. 

The United States, in Congress assembled, shall never 
engage in a war, nor grant letters of marque and reprisal in 
time of peace, nor enter into any treaties or alliances, nor 
coin money, nor regulate the value thereof, nor ascertain 
the sums and expenses necessary for the defense and wel- 
fare of the United States, or any of them, nor emit bills, 
nor borrow money on the credit of the United States, nor 
appropriate money, nor agree upon the number of vessels 
of war to be built or purchased, or the number of land or 
sea forces to be raised, nor appoint a commander-in-chief of 
the army or navy, unless nine States assent to the same, nor 
shall a question on any other point, except for adjourning 

1 This refers to fears of rebellious (for example, Shays's) riots, seditious 
outbreaks (as in Rhode Island), conflicts with the frontier Indians, and the 
like, which the central government, being so poorly supported, was hardly 
able to control. 



THE ARTICLES OF CONFEDERATION 311 

from day to day, be determined, unless by the votes of a 
majority of the United States, in Congress assembled. 1 

The Congress of the United States shall have power to 
adjourn to any time within the year, and to any place 
within the United States, so that no period of adjournment 
be for a longer duration than the space of six months, and 
shall publish the journal of their proceedings monthly, ex- 
cept such parts thereof relating to treaties, alliances, or 
military operations as in their judgment require secrecy ; 
and the yeas and nays of the delegates of each State, on 
any question, shall be entered on the journal when it is de- 
sired by any delegate ; and the delegates of a State, or any 
of them, at his or their request, shall be furnished with a 
transcript of the said journal except such parts as are above 
excepted, to lay before the Legislatures of the several States. 

Art. X. The Committee of the States, or any nine of 
them, shall be authorized to execute, in the recess of Con- 
gress, such of the powers of Congress as the United States, 
in Congress assembled, by the consent of nine States, shall, 
from time to time, think expedient to vest them with ; pro- 
vided that no power be delegated to the said Committee, for 
the exercise of which, by the Articles of Confederation, the 
voice of nine States in the Congress of the United States 
assembled is requisite. 

Art. XL Canada, acceding to this Confederation, and 
joining in the measures of the United States, shall be ad- 
mitted into, and entitled to all the advantages of this 
Union ; but no other colony shall be admitted into the 
same, unless such admission be agreed to by nine States. 

Art. XII. All bills of credit emitted, moneys borrowed, 
and debts contracted by or under the authority of Congress, 
before the assembling of the United States, in pursuance of 
the present Confederation, shall be deemed and considered 
as a charge against the United States, for payment and 
satisfaction whereof the said United States and the public 
faith are hereby solemnly pledged. 2 

1 Compare with provision for passing a bill in Congress, U. S. Const., 
Art. I, Sec. 7, cl. 2. The rule requiring a vote of nine states out of thirteen 
to pass a bill practically clogged legislation. 

2 As the United States had no independent taxing power, this provision 
gave it no financial standing either at home or abroad, and hence was 
practically of little account. 



312 OUTLINE OF HISTORY 

Art. XIII. Every State shall abide by the determina- 
tions of the United States, in Congress assembled, on all 
questions which by this Confederation are submitted to 
them. 1 And the Articles of this Confederation shall be 
inviolably observed by every State, and the Union shall 
be perpetual ; nor shall any alteration at any time here- 
after be made in any of them, unless such alteration be 
agreed to in a Congress of the United States, and be after- 
wards confirmed by the Legislatures of every State. 1 

And Whereas it hath pleased the great Governor of the 
world to incline the hearts of the Legislatures we respec- 
tively represent in Congress to approve of, and to authorize 
us to ratify, the said Articles of Confederation and perpetual 
Union, know ye, that we, the undersigned delegates, by 
virtue of the power and authority to us given for that pur- 
pose, do, by these presents, in the name and in behalf of 
our respective constituents, fully and entirely ratify and 
confirm each and every of the said Articles of Confederation 
and perpetual Union, and all and singular the matters and 
things therein contained. And we do further solemnly 
plight and engage the faith of our respective constituents, 
that they shall abide by the determinations of the United 
States, in Congress assembled, on all questions which by 
the said Confederation are submitted to them ; and that the 
Articles thereof shall be inviolably observed by the States 
we respectively represent, and that the Union shall be 
perpetual. 

In witness whereof we have hereunto set our hands 
in Congress. Done at Philadelphia in the State of 
Pennsylvania the ninth day of July in the year of 
our Lord one thousand seven hundred and seventy- 
eight, and in the third year of the independence of 
America. 

On the part $f behalf of the State of New Hampshire. 

Josiah Bartlett, John Wentworth, Junr. 

August 8, 1778. 

1 There was no judicial department to enforce this provision of the 
articles, hence it was constantly broken. 



THE ARTICLES OF CONFEDERATION 313 

On the part and behalf of the State of Massachusetts Bay. 

John Hancock, Francis Dana, 

Samuel Adams, James Lovell, 

Elbridge Gerry, Samuel Holten. 

On the part and behalf of the State of Rhode Island and Providence 

Plantations. 
William Ellery, John Collins. 

Henry Marchant, 

On the part and behalf of the State of Connecticut. 

Roger Sherman, Titus Hosmer, 

Samuel Huntington, Andrew Adams. 

Oliver Wolcott, 

On the part and behalf of the State of New York. 

Jas. Duane, Wm. Duer, 

Fra. Lewis, Gouv. Morris. 

On the part and in behalf of the State of New Jersey, Novr. 26, 1778. 
Jno. Witherspoon, Nathl. Scudder. 

On the part and behalf of the State of Pennsylvania. 

Robt. Morris, William Clingan, 

Daniel Roberdeau, Joseph Reed, 22d July, 1778. 

Jona. Bayard Smith, 

On the part $• behalf of the State of Delaware. 

Tho. M'Kean, Feby. 12, 1779. Nicholas Van Dyke. 
John Dickinson, May 5th, 1779, 

On the part and behalf of the State of Maryland. 

John Hanson, Daniel Carroll, 

March 1, 1781. Mar. 1, 1781. 

On the part and behalf of the State of Virginia. 

Richard Henry Lee, Jno. Harvie, 

John Banister, Francis Lightfoot Lee. 

Thomas Adams, 

On the part and behalf of the Slate of No. Carolina. 

John Penn, July 21st, 1778. Jno. Williams. 

Corns. Harnett, 



314 OUTLINE OF HISTORY 

On the part $f behalf of the State of South Carolina. 

Henry Laurens, Richd. Hutson, 

William Henry Drayton, Thos. Hayward, Junr. 

Jno. Matthews, 

On the part 8f behalf of the State of Georgia. 

Jno. Walton, 24th July, 1778. Edwd. Langworthy. 
Edwd, Telfair, 



THE ORDINANCE OF 1787 

It was the desire of Thomas Jefferson and other great 
statesmen of his time to have the entire territory extend- 
ing from the Gulf of Mexico north to the British possessions 
and west of the original thirteen states, divided into equal 
parts and admitted as free states into the Confederation 
as soon as they grew to have sufficient population. Jeffer- 
son, as delegate from Virginia, in 1784, introduced into the 
Congress of the Confederation a bill organizing this entire 
western territory and providing for its government, but 
Congress failed to pass it on account of the provision that 
slavery should be prohibited in these western lands. Three 
years later, largely under New England influence, Congress 
passed the Ordinance of 1787, organizing the lands lying 
between the Ohio and the Mississippi into the Northwest 
Territory, the framework of the organization being essen- 
tially the same as that provided by Jefferson in 1784. 

The provisions of this Ordinance are so liberal and wise, 
and have exerted such far-reaching influence on the develop- 
ment of territorial life as it has grown westward, that it 
might very properly be called the Magna Charta of Amer- 
ican territorial development. 

Some of the most important provisions are : (1) this 
territory shall be cut into divisions, not less than three 
nor more than five, and these shall be admitted into the 



THE ORDINANCE OF 1787 315 

Union as states, on perfect equality with the original 
thirteen, as rapidly as a territory has sufficient population ; 
(2) negro slavery shall be prohibited in the territory for- 
ever ; (3) learning and free schools shall be encouraged 
therein ; (4) trial by jury, the writ of Habeas Corpus, and 
proportional representation in the legislature shall be guar- 
anteed ; (5) religious freedom shall be secure. 

The most important feature of the Ordinance from a 
political point of view is, that it is the first deliberate effort 
on the part of the American people to establish a govern- 
ment composed of a constantly increasing number of states, 
dovetailed into the life of the nation, producing an ever- 
enlarging nation, dovetailed into the life of the states. 



The Ordinance or 1787 foe the Government of 
the Territory of the United States North- 
west of the River Ohio. 

Be it ordained by the United States in Congress assembled, 
That the said territory, for the purposes of temporary gov- 
ernment, be one district, subject, however, to be divided 
into two districts, as future circumstances may, in the 
opinion of Congress, make it expedient. 

Be it ordained by the authority aforesaid, That- the 
estates, both of resident and non-resident proprietors in 
the said territory, dying intestate, shall descend to, and be 
distributed among, their children, and the descendants of 
a deceased child, in equal parts ; the descendants of a 
deceased child or grandchild to take the share of their 
deceased parent in equal parts among them : And where 
there shall be no children or descendants, then in equal 
parts to the next of kin in equal degree ; and, among 
collaterals, the children of a deceased brother or sister of 
the intestate shall have, in equal parts among them, their 
deceased parents' share ; and there shall, in no case, be a 
distinction between kindred of the whole and half-blood : 



316 OUTLINE OF HISTORY 

saving, in all cases, to the widow of the intestate her third 
part of the real estate for life, and one-third part of the 
personal estate ; and this law, relative to descents and 
dower, shall remain in full force until altered by the legis- 
lature of the district. And, until the governor and judges 
shall adopt laws as hereinafter mentioned, estates in the 
said territory may be devised or bequeathed by wills in 
writing, signed and sealed by him or her, in whom the 
estate may be (being of full age,) and attested by three 
witnesses ; and real estates may be conveyed by lease and 
release, or bargain and sale, signed, sealed, and delivered 
by the person, being of full age, in whom the estate may 
be, and attested by two witnesses, provided such wills be 
duly proved, and such conveyances be acknowledged, or 
the execution thereof duly proved, and be recorded within 
one year after proper magistrates, courts, and registers 
shall be appointed for that purpose ; and personal prop- 
erty may be transferred by delivery ; saving, however, to 
the French and Canadian inhabitants, and other settlers 
of the Kaskaskias, St. Vincents, and the neighboring vil- 
lages who have heretofore professed themselves citizens of 
Virginia, their laws and customs now in force among them, 
relative to the descent and conveyance of property. 1 

Be it ordained by the authority aforesaid, That there shall 
be appointed, from time to time, by Congress, a governor, 
whose commission shall continue in force for the term of 
three years, unless sooner revoked by Congress ; he shall 
reside in the district, and have a freehold estate therein, in 
1000 acres of land, while in the exercise of his office. 2 

There shall be appointed, from time to time, by Congress, 
a secretary, whose commission shall continue in force for 
four years unless sooner revoked ; he shall reside in the 
district, and have a freehold estate therein in 500 acres of 

1 Compare the just and democratic provisions in this section for the 
descent of property in the Northwest Territory with those which would 
have been made at this time in other countries, — England, for example, 
— where the land would have descended to the eldest son, according to the 
law of primogeniture. 

2 Notwithstanding the central government under the Continental Con- 
gress was entirely controlled by a single department of government, — 
the legislative, — when Congress organized the Northwest Territory it 
provided for the speedy development of three complete departments, — the 
executive, the legislative, and the judicial. 



THE ORDINANCE OF 1787 317 

land, while in the exercise of his office ; it shall be his duty 
to keep and preserve the acts and laws passed by the legis- 
lature, and the public records of the district, and the pro- 
ceedings of the governor in his Executive department ; 
and transmit authentic copies of such acts and proceedings, 
every six months, to the Secretary of Congress : There 
shall also be appointed a court to consist of three judges, 
any two of whom to form a court, who shall have a com- 
mon law jurisdiction, and reside in the district, and have 
each therein a freehold estate in 500 acres of land while 
in the exercise of their offices ; and their commissions shall 
continue in force during good behavior. 

The governor and judges, or a majority of them, shall 
adopt and publish in the district such laws of the original 
States, criminal and civil, as may be necessary and best 
suited to the circumstances of the district, and report them 
to Congress from time to time : which laws shall be in force 
in the district until the organization of the General Assem- 
bly therein, unless disapproved of by Congress ; but, after- 
wards, the legislature shall have authority to alter them as 
they shall think fit. 

The governor, for the time being, shall be commander-in- 
chief of the militia, appoint and commission all officers in 
the same below the rank of general officers ; all general 
officers shall be appointed and commissioned by Congress. 

Previous to the organization of the General Assembly, 
the governor shall appoint such magistrates and other civil 
officers, in each county or township, as he shall find neces- 
sary for the preservation of the peace and good order in 
the same : After the General Assembly shall be organized, 
the powers and duties of the magistrates and other civil 
officers, shall be regulated and defined by the said assem- 
bly ; but all magistrates and other civil officers, not herein 
otherwise directed, shall, during the continuance of this 
temporary government, be appointed by the governor. 

For the prevention of crimes and injuries, the laws to be 
adopted or made shall have force in all parts of the dis- 
trict, and for the execution of process, criminal and civil, 
the governor shall make proper divisions thereof ; and he 
shall proceed, from time to time, as circumstances may 
require, to lay out the parts of the district in which the 



318 OUTLINE OF HISTORY 

Indian titles shall have been extinguished, into counties 
and townships, subject, however, to such alterations as 
may thereafter be made by the legislature. 1 

So soon as there shall be 5000 free male inhabitants of 
full age in the district, upon giving proof thereof to the 
governor, they shall receive authority, with time and place, 
to elect representatives from their counties or townships 
to represent them in the General Assembly : Provided, 
That, for every 500 free male inhabitants, there shall be 
one representative, and so on progressively with the num- 
ber of free male inhabitants, shall the right of representation 
increase, until the number of representatives shall amount 
to 25 ; after which, the number and proportion of repre- 
sentatives shall be regulated by the legislature : Provided, 
That no person be eligible or qualified to act as a repre- 
sentative unless he shall have been a citizen of one of the 
United States three years, and be a resident in the district, 
or unless he shall have resided in the district three years ; 
and, in either case, shall likewise hold in his own right, in 
fee simple, 200 acres of land within the same : Provided, 
also, That a freehold in 50 acres of land in the district, 
having been a citizen of one of the States, and being resi- 
dent in the district, or the like freehold and two years 
residence in the district, shall be necessary to qualify a 
man as an elector of a representative. 

The representatives thus elected, shall serve for the term 
of two years ; and, in case of the death of a representative, 
or removal from office, the governor shall issue a writ to 
the county or township for which he was a member, to elect 
another in his stead, to serve for the residue of the term. 

The General Assembly, or Legislature, shall consist of 
the governor, legislative council, and a house of repre- 
sentatives. 2 The legislative council shall consist of five 
members, to continue in office five years, unless sooner 

1 The immediate springing up of local governments — both the county 
and the township — in the woods of the Northwest Territory is hut the 
natural fruitage of the free institutions planted more than a thousand years 
before by our Teutonic ancestors in the German forests, carried from there 
to England, thence across the sea to the Atlantic coast, and now (1787) 
borne across the mountains and rooted in the Northwest. 

2 Compare with the legislature provided by the Articles of Confeder- 
ation. 



THE ORDINANCE OF 1787 319 

removed by Congress ; any three of whom to be a quorum: 1 
and the members of the council shall be nominated and 
appointed in the following manner, to wit : As soon as 
representatives shall be elected, the governor shall appoint 
a time and place for them to meet together ; and, when 
met, they shall nominate ten persons, residents in the dis- 
trict, and each possessed of a freehold in 500 acres of land, 
and return their names to Congress ; five of whom Con- 
gress shall appoint and commission to serve as aforesaid ; 
and, whenever a vacancy shall happen in the council, by 
death or removal from office, the house of representatives 
shall nominate two persons, qualified as aforesaid, for each 
vacancy, and return their names to Congress ; one of whom 
Congress shall appoint and commission for the residue of 
the term. And every five years, four months at least before 
the expiration of the time of service of the members of 
council, the said house shall nominate ten persons, qualified 
as aforesaid, and return their names to Congress ; five of 
whom Congress shall appoint and commission to serve as 
members of the council five years, unless sooner removed. 
And the governor, legislative council, and house of repre- 
sentatives, shall have authority to make laws in all cases, 
for the good government of the district, not repugnant to 
the principles and articles in this ordinance established 
and declared. And all bills, having passed by a majority 
in the house, and by a majority in the council, shall be 
referred to the governor for his assent ; but no bill, or 
legislative act whatever, shall be of any force without his 
assent. 2 The governor shall have power to convene, prorogue, 
and dissolve the General Assembly, when in his opinion, it 
shall be expedient. 

The governor, judges, legislative council, secretary, and 
such other officers as Congress shall appoint in the district, 
shall take an oath or affirmation of fidelity and of office ; 
the governor before the President of Congress, and all 
other officers before the governor. 3 As soon as a legislature 

1 The legislative council, being appointive rather than elective, and not 
growing in size as the population grew, was much disliked. Compare with 
Senate of the United States, U. S. Const., Art. I, Sec. 3, cl. 1. 

2 Compare with power of President under the United States Constitu- 
tion, Art. II, Sec. 3, cl. 1. 

3 This has been the uniform practice in territories ever since. 



320 OUTLINE OF HISTORY 

shall be formed in the district, the council and house as- 
sembled in one room, shall have authority, by joint ballot, 
to elect a delegate to Congress, 1 who shall have a seat in 
Congress, with a right of debating but not of voting during 
this temporary government. 

And, for extending the fundamental principles of civil 
and religious liberty, which form the basis whereon these 
republics, their laws and constitutions are erected ; to fix 
and establish those principles as the basis of all laws, con- 
stitutions, and governments, which forever hereafter shall 
be formed in the said territory : 2 to provide also for the 
establishment of States, and permanent government there- 
in, and for their admission to a share in the federal 
councils on an equal footing with the original States, at as 
early periods as may be consistent with the general interest: 

It is hereby ordained and declared by the authority afore- 
said, That the following articles shall be considered as 
articles of compact between the original States and the 
people and States in the said territory 2 and forever remain 
unalterable, unless by common consent, to wit : 

Art. 1st. No person, demeaning himself in a peaceable 
and orderly manner, shall ever be molested on account of 
his mode of worship or religious sentiments, in the said 
territory. 3 

Art. 2d. The inhabitants of the said territory shall 
always be entitled to the benefits of the writ of habeas 
corpus, and of the trial by jury ; of a proportionate repre- 
sentation of the people in the legislature ; and of judicial 
proceedings according to the course of the common law. 4 
All persons shall be bailable, unless for capital offences, 

1 Since the residents of the Northwest Territory were to be taxed by the 
Continental Congress, it was seen that they should be represented in it. 

2 The ideal of government set up by the Ordinance of 1787 was that 
every new colony or territory should, as soon as possible, be brought into 
the Union, possessing perfect equality with the original thirteen states. 
No lawgivers in all history before this time had been able to frame a gov- 
ernment in which the children born into the family were speedily and 
voluntarily elevated to entire equality with the mother state. 

3 The struggle for religious freedom had been growing ever stronger 
since the opening of the Reformation, but this is the first time in history 
when a government had set up absolute freedom of religious worship for 
all its people. Compare with U. S. Const., Amendment I. 

4 Compare with Magna Charta, 36, 39, and 40; Petition of Right, 7; 
Bill of Rights, 10, 11, 12; and complaint in Declaration of Independence 
that the king had deprived the colonists of the benefit of trial by jury. 



THE ORDINANCE OF 1787 321 

where the proof shall be evident or the presumption great. 
All fines shall be moderate ; and no cruel or unusual 
punishments shall be inflicted. No man shall be deprived 
of his liberty or property, but by the judgment of his 
peers or the law of the land ; and, should the public exi- 
gencies make it necessary, for the common preservation, to 
take auy person's property, or to demand his particular 
services, full compensation shall be made for the same. 
And, in the just preservation of rights and property, it is 
understood and declared, that no law ought ever to be 
made, or have force in the said territory, that shall, in 
any manner whatever, interfere with or affect private 
contracts or engagements, bona fide, and without fraud, 
previously formed. 1 

Art. 3d. Religion, morality, and knowledge, being neces- 
sary to good government and the happiness of mankind, 
schools and the means of education shall forever be en- 
couraged. 2 The utmost good faith shall always be observed 
towards the Indians ; their lands and property shall never 
be taken from them without their consent ; and, in their 
property, rights, and liberty, they shall never be invaded 
or disturbed, unless in just and lawful wars authorized by 
Congress ; but laws founded in justice and humanity, shall, 
from time to time, be made for preventing wrongs being done 
to them, and for preserving peace and friendship with them. 

Art. 4th. The said territory, and the States which may 
be formed therein, shall forever remain a part of this con- 
federacy of the United States of America, subject to the 
Articles of Confederation, and to such alterations therein 
as shall be constitutionally made ; and to all the acts and 
ordinances of the United States in Congress assembled, 
conformable thereto. 3 The inhabitants and settlers in the 

1 The immediate cause of many of these provisions was the disquiet of 
the country, as shown hy Shays's Rebellion, trade discords between states, 
and the like, which grew very distressing during the loose eight years of 
the Articles of Confederation . 

2 The first recognition, after the Revolution was over, that public edu- 
cation is the duty of the state. This provision by the immediate influence 
which it had upon public education in the Northwest Territory, and by the 
example it set for other territories and states in developing their educa- 
tional systems, has been one of the most powerful factors in developing 
American free institutions. 

3 This section expresses the ideal of government set up by the Revolu- 
tion : taxation accompanied by full participation. 



322 OUTLINE OF HISTORY 

said territory shall be subject to pay a part of the federal 
debts contracted or to be contracted, and a proportional 
part of the expenses of government, to be apportioned on 
them by Congress according to the same common rule and 
measure by which apportionments thereof shall be made 
on the other States ; and the taxes, for paying their pro- 
portion, shall be laid and levied by the authority and 
direction of the legislatures of the district or districts, or 
new States, as in the original States, within the time 
agreed upon by the United States in Congress assembled. 
The legislatures of those districts or new States, shall 
never interfere with the primary disposal of the soil by 
the United States in Congress assembled, nor with any 
regulations Congress may find necessary for securing the 
title in such soil to the bona fide purchasers. No tax shall 
be imposed on lands the property of the United States ; 
and, in no case, shall non-resident proprietors be taxed 
higher than residents. The navigable waters leading into 
the Mississippi and St. Lawrence, and the carrying places 
between the same, shall be common highways, and forever 
free, as well to the inhabitants of the said territory as to 
the citizens of the United States, and those of any other 
States that may be admitted into the confederacy, without 
any tax, impost, or duty, therefor. 

Art. 5th. There shall be formed in the said territory, 
not less than three nor more than five States ; and the 
boundaries of the States, as soon as Virginia shall alter 
her act of cession, and consent to the same, shall become 
fixed and established as follows, to wit : The Western 
State in the said territory, shall be bounded by the 
Mississippi, the Ohio, and Wabash rivers ; a direct line 
drawn from the Wabash and Post St. Vincent's, due North, 
to the territorial line between the United States and Can- 
ada ; and, by the said territorial line, to the Lake of the 
Woods and Mississippi. The middle State shall be bounded 
by the said direct line, the Wabash from Post Vincent's, 
to the Ohio; by the Ohio, by a direct line, drawn due 
North from the moufch of the Great Miami, to the said 
territorial line, and by the said territorial line. The East- 
ern State shall be bounded by the last mentioned direct 
line, the Ohio, Pennsylvania, and the said territorial line : 



THE ORDINANCE OF 1787 323 

Provided, however, and it is further understood and de- 
clared, that the boundaries of these three States shall be 
subject so far to be altered, that, if Congress shall here- 
after find it expedient, they shall have authority to form 
one or two States in that part of the said territory which 
lies North of an East and West line drawn through the 
Southerly bend or extreme of lake Michigan. And, when- 
ever any of the said States shall have 60,000 free inhabi- 
tants therein, such State shall be admitted, by its delegates, 
into the Congress of the United States, on an equal footing 
with the original States in all respects whatever, and shall 
be at liberty to form a permanent constitution and State 
government : Provided, the constitution and government so 
to be formed shall be republican, and in conformity to the 
principles contained in these articles ; and, so far as it can 
be consistent with the general interest of the confederacy, 
such admission shall be allowed at an earlier period, and 
when there may be a less number of free inhabitants in the 
State than 60,000. 

Art. 6th. There shall be neither slavery nor involuntary 
servitude in the said territory, otherwise than in the pun- 
ishment of crimes, whereof the party shall have been duly 
convicted : 1 Provided, alivays, That any person escaping 
into the same, from whom labor or service is lawfully 
claimed in any one of the original States, such fugitive 
may be lawfully reclaimed and conveyed to the person 
claiming his or her labor or service as aforesaid. 

Be it ordained by the authority aforesaid, That the resolu- 
tions of the 23d of April, 1784, relative to the subject of 
this ordinance, be, and the same are hereby, repealed and 
declared null and void. 

Done by the United States, in Congress assembled, the 
13th day of July, in the year of our Lord 1787, and 
of their sovereignty and independence the twelfth. 

1 Slaves residing in the Northwest Territory when this Ordinance was 
passed, could he held as slaves as long as they lived, hut slavery as a per- 
manent institution in the Northwest was made impossible hy this provision. 
"This Article" (the 6th) was the greatest hlow struck for freedom and 
against slavery in all our history, save only Lincoln's emancipation proela- 
mation, for it determined that in the final struggle the mighty West should 
side with the right against the wrong. Roosevelt, Winning of the West, 
Vol. 3, p. 258. 



324 OUTLINE OF HISTOKY 

CONSTITUTION OF THE UNITED STATES 

" The American Constitution is the most wonderful work 
ever struck off at a given time by the brain and purpose of 
man." 

This statement of Mr. Gladstone, while expressing a 
great truth, is not literally true ; the Constitution of the 
United States (apart from its centuries of growth from the 
Witangemot down through many centuries of English his- 
tory), was the product of a slow colonial growth in America 
during the seventeenth and eighteenth centuries, down to 
the time of its adoption in a written constitution in 1788. 

The great problem for our Fathers in working out the Con- 
stitution was to balance the power of government between 
the nation and the states, — as, for example, the power to 
regulate commerce, control slavery, raise and spend taxes, 
make internal improvements, establish banks, etc. The first 
convention leading directly to our present Constitution 
met at Alexandria, Maryland, in 1786, and sought to bring 
about united action in regard to the regulation of commerce 
on Chesapeake Bay and the Potomac River. The necessity 
of having all the states agree to rules of trade for the entire 
country was seen by such men as Washington, Madison, 
and Hamilton, and through their influence another conven- 
tion was called at Annapolis in the same year (1786), for the 
purpose of discussing trade matters. Not much was done 
here but to call the convention, which met in Philadelphia 
from May to September, 1787. This convention, composed 
of the greatest men of the time, held its sessions with closed 
doors, and by much compromise wrote the Constitution of 
the United States. It was so wisely drawn, and the inter- 
ests of all sections and occupations were so carefully bal- 
anced, as to lead statesmen of modern times to regard it as 
the world's greatest written constitution. 



CONSTITUTION OF THE UNITED STATES 325 

Most of the convention of fifty-five delegates signed the 
Constitution, and it was then sent to the Congress of the 
Confederation, who in turn sent it to the individual states. 
The states called special conventions, in which to ratify it, 
and when as many as nine had accepted it, it then became 
binding upon those nine states. This was accomplished by 
June, 1788, and the Constitution went into effect March 4, 
1789. 

PREAMBLE * 

We, the people of the United States, in order to form a 
more perfect union, establish justice, insure domestic tran- 
quillity, provide for the common defense, promote the gen- 
eral welfare, and secure the blessings of liberty to ourselves 
and our posterity, do ordain and establish this Constitution 
for the United States of America. 



ARTICLE I. LEGISLATIVE DEPARTMENT 2 

Section I. Congress in General 

All legislative powers herein granted shall be vested in 
a Congress of the United States, which shall consist of a 
Senate and House of Representatives. 

Section II. House of Representatives 

1. The House of Representatives shall be composed of 
members chosen every second year by the people of the 
several states, and the electors in each state shall have the 
qualifications requisite for electors of the most numerous 
branch of the state legislature. 

2. No person shall be a representative who shall not 
have attained the age of twenty-five years, and been seven 
years a citizen of the United States, and who shall not, 
when elected, be an inhabitant of that State in which he 
shall be chosen. 

1 Compare the Preamble with Articles of Confederation I and III. 

2 Compare Art. I, Sees. 1-7, with Articles of Confederation, V. 



326 OUTLINE OF HISTORY 

3. Eepresentatives and direct taxes shall be apportioned 1 
among the several States which may be included within 
this Union, according to their respective numbers, which 
shall be determined by adding to the whole number of free 
persons, including those bound to service for a term of 
years, and excluding Indians not taxed, three fifths of 
all other persons. 2 The actual enumeration shall be made 
within three years after the first meeting of the Congress of 
the United States, and within every subsequent term of ten 
years, in such manner as they shall by law direct. The 
number of representatives shall not exceed one for every 
thirty thousand, but each State shall have at least one 
representative ; and until such enumeration shall be made, 
the State of New Hampshire shall be entitled to choose 
three ; Massachusetts, eight ; Rhode Island and Providence 
Plantations, one ; Connecticut, five ; New York, six ; New 
Jersey, four ; Pennsylvania, eight ; Delaware, one ; Mary- 
land, six ; Virginia, ten ; North Carolina, five ; South Caro- 
lina, five ; and Georgia, three. 

4. When vacancies happen in the representation from any 
State, the executive authority thereof shall issue writs of 
election to fill such vacancies. 

5. The House of Representatives shall choose their 
Speaker and other officers ; and shall have the sole power 
of impeachment. 

Section III. Senate 

1. The Senate of the United States shall be composed of 
two senators from each State, chosen by the legislature 
thereof, for six years ; and each senator shall have one vote. 3 

1 Since the enfranchisement of the negro, and the passage of the 14th 
Amendment (1868), this clause has heen greatly changed. 

2 The contest by the states for power in Congress, which was decided 
by giving them equal representation in the Senate and representation in 
proportion to population in the House of Representatives, led to the first 
great compromise in the United States Constitution. Agreeing to count 
three fifths of the slaves when making up the number of representatives 
allowed in Congress from each state, instead of all of them, as the South 
desired, was the second great compromise of the Constitution. 

3 The continuous and unbroken life of the Senate, the length of term of 
senators, the age required to become a senator, and the joint power of the 
Senate with the President, in making treaties and choosing the officers of 
the national government, has made the United States Senate one of the 



CONSTITUTION OF THE UNITED STATES 327 

2. Immediately after they shall be assembled in conse- 
quence of the first election, they shall be divided as equally 
as may be into three classes. The seats of the senators of 
the first class shall be vacated at the expiration of the second 
year, of the second class, at the expiration of the fourth year, 
and of the third class, at the expiration of the sixth year, 
so that one third may be chosen every second year ; and if 
vacancies happen by resignation, or otherwise, during the 
recess of the legislature of any State, the executive thereof 
may make temporary appointments until the next meeting 
of the Legislature, which shall then fill such vacancies. 

3. No person shall be a senator who shall not have at- 
tained to the age of thirty years, and been nine years a citi- 
zen of the United States, and who shall not, when elected, be 
an inhabitant of that State for which he shall be chosen. 

4. The Vice President of the United States shall be Pres- 
ident of the Senate, but shall have no vote, unless they be 
equally divided. 

5. The Senate shall choose their other officers, and also a 
President pro tempore in the absence of the Vice President, 
or when he shall exercise the office of President of the 
United States. 

6. The Senate shall have the sole power to try all im- 
peachments : When sitting for that purpose they shall be 
on oath or affirmation. When the President of the United 
States is tried, the Chief Justice shall preside ; and no per- 
son shall be convicted without the concurrence of two thirds 
of the members present. 1 

7. Judgment in cases of impeachment shall not extend 
further than to removal from office and disqualification to 
hold and enjoy any office of honor, trust, or profit under 
the United States ; but the party convicted shall, never- 
theless, be liable and subject to indictment, trial, judgment, 
and punishment, according to law. 

most dignified, conservative, wise, and powerful legislative and adminis- 
trative bodies in all history. Compare the United State Senate in organiza- 
tion, purpose, and influence, with the Continental Congress ; with the present 
English House of Lords. See p. 144 for present power of House of Lords. 

1 Compare this provision with Art. II, Sec. 4. These two provisions set 
forth the third function of the Senate, — that of judge in trying political 
offenses against the national government, leaving ordinary crimes and 
civil offenses to he tried in the regular courts. 



328 OUTLINE OF HISTORY 

Section IV. The Houses Jointly 

• 1. The times, places, and manner of holding elections for 
senators and representatives shall be prescribed in each 
State by the Legislature thereof ; but the Congress may at 
any time, by law, make or alter such regulations, except as 
to the places of choosing senators. 1 

2. The Congress shall assemble at least once in every 
year, and such meeting shall be on the first Monday in 
December, unless they shall by law appoint a different day. 2 

Section Y. The Houses Separately 

1. Each house shall be the judge of the elections, returns, 
and qualifications of its own members, 3 and a majority of 
each shall constitute a quorum to do business ; but a smaller 
number may adjourn from day to day, and may be author- 
ized to compel the attendance of absent members, in such 
manner, and under such penalties, as each house may provide. 

2. Each house may determine the rules of its proceedings, 
punish its members for disorderly behavior, and, with the 
concurrence of two thirds, expel a member. 

3. Each house shall keep a journal of its proceedings, 
and from time to time publish the same, excepting such 
parts as may in their judgment require secrecy, and the 
yeas and nays of the members of either house on any ques- 
tion shall, at the desire of one fifth of those present, be en- 
tered on the journal. 4 

1 The framers of the Constitution made a duplex form of government ; 
that is, one in which the governmental machinery of the nation aids in 
carrying out the work of the states, and in which the governmental machin- 
ery of the states assists in carrying forward the work of the nation. Thus 
both state and nation, both central government and local government, are 
absolutely essential to our existence under our present Constitution. 

2 The legislature is one of the chief instruments by which the people 
guard their liberties and tight their battles ; hence the long struggle which 
the Anglo-Saxon race has made for a legislature and for its frequent 
assembling. Compare with Bill of Rights, 13, Articles of Confederation, V, 
and Ordinance of 1787 providing for the organization of a legislature. 

3 This provision regarding elections grew out of the practice in England 
in determining those legally chosen to Parliament. Since 1868 such cases in 
England are settled entirely in the courts. 

4 This makes it possible to have a permanent record made of Congres- 
sional proceedings, and of the votes of members on important questions 
arising. This publicity, in turn, renders the congressman more careful, 
conscientious, and responsible to the body of people whom he represents. 



CONSTITUTION OF THE UNITED STATES 329 

4. Neither house, during the session of Congress, shall, 
without the consent of the other, adjourn for more than 
three days, nor to any other place than that in which the 
two houses shall be sitting. 

Section VI. Privileges and Disabilities of Members 

1. The senators and representatives shall receive a com- 
pensation for their services, to be ascertained by law and 
paid out of the Treasury of the United States. They shall, 
in all cases except treason, felony, and breach of the peace, 
be privileged from arrest during their attendance at the ses- 
sion of their respective houses, and in going to and return- 
ing from the same ; and for any speech or debate in either 
house they shall not be questioned in any other place. 1 

2. No senator or representative shall, during the time 
for which he was elected, be appointed to any civil office 
under the authority of the United States, which shall have 
been created, or the emoluments whereof shall have been 
increased, during such time ; and no person holding any 
office under the United States shall be a member of either 
house during his continuance in office. 

Section VII. Method op Passing Laws 

1. All bills for raising revenue shall originate in the 
House of Representatives ; but the Senate may propose or 
concur with amendments as on other bills. 2 

2. Every bill which shall have passed the House of 
Representatives and the Senate shall, before it become a 
law, be presented to the President of the United States ; if 
he approve, he shall sign it, but if not, he shall return it, 
with his objections, to that house in which it shall have 
originated, who shall enter the objections at large on their 

1 This provision is for the purpose of securing free parliamentary dis- 
cussion. To secure it had cost great struggles in English history, in the 
American colonies, and in the American nation itself when the question of 
free discussion arose concerning slavery. See Bill of Rights, 9 ; Articles of 
Confederation, V. 

2 It was desired hy this provision to keep the power of taxation as 
nearly in the hands of the people as possible. Since the Senate may amend 
the hills as it chooses, and often does greatly change the hills presented 
hy the House, this provision has not had the result the framers intended. 



330 OUTLINE OF HISTORY 

journal, and proceed to reconsider it. If, after such recon- 
sideration, two thirds of that house shall agree to pass the 
bill, it shall be sent, together with the objections, to the 
other house, by which it shall likewise be reconsidered, and 
if approved by two thirds of that house, it shall become a 
law. But in all such cases the votes of both houses shall 
be determined by yeas and nays, and the names of the per- 
sons voting for and against the bill shall be entered on the 
journal of each house respectively. If any bill shall not be 
returned by the President within ten days (Sundays ex- 
cepted) after it shall have been presented to him, the same 
shall be a law, in like manner as if he had signed it, unless 
the Congress by their adjournment prevent its return, in 
which case it shall not be a law. 

3. Every order, resolution, or vote to which the concur- 
rence of the Senate and House of Representatives may be 
necessary (except on a question of adjournment) shall be 
presented to the President of the United States ; and be- 
fore the same shall take effect, shall be approved by him, 
or, being disapproved by him, shall be repassed by two 
thirds of the Senate and House of Representatives, accord- 
ing to the rules and limitations prescribed in the case of a 
bill. 

Section VIII. Powers given to Congress 

1. The Congress shall have power : 

To lay and collect taxes, duties, imposts, and excises, to 
pay the debts and provide for the common defense and gen- 
eral welfare of the United States ; but all duties, imposts, 
and excises shall be uniform throughout the United States ; x 

2. To borrow money on the credit of the United States ; 

3. To regulate commerce with foreign nations, and among 
the several States, and with the Indian tribes ; 

4. To establish a uniform rule of naturalization, and uni- 
form laws on the subject of bankruptcies throughout the 
United States ; 

1 Compare power here granted to raise money with power granted in 
Articles of Confederation , VIII. Clause 1 , first part of clause 3, and clause 18 
of this section, and the Preamble to the United States Constitution have fur- 
nished ground for vast discussion over the extent of power granted to the 
national government by the Constitution, and thus have become to a large 
extent the constitutional basis of political parties in the United States. 



CONSTITUTION OF THE UNITED STATES 331 

5. To coin money, regulate the value thereof, and of 
foreign coin, and fix the standard of weights and measures ; x 

6. To provide for the punishment of counterfeiting the 
securities and current coin of the United States ; 

7. To establish post offices and post roads ; 

8. To promote the progress of science and useful arts, by 
securing, for limited times, to authors and inventors the ex- 
clusive right to their respective writings and discoveries ; 

9. To constitute tribunals inferior to the Supreme Court ; 

10. To define and punish piracies and felonies committed 
on the high seas, and offenses against the law of nations; 

11. To declare war, grant letters of marque and reprisal, 
and make rules concerning captures on land and water ; 

12. To raise and support armies, but no appropriation of 
money to that use shall be for a longer term than two years ; 

13. To provide and maintain a navy ; 

14. To make rules for the government and regulation of 
the land and naval forces ; 

15. To provide for calling forth the militia to execute 
the laws of the Union, suppress insurrections, and repel 
invasions; 

16. To provide for organizing, arming, and disciplining 
the militia, and for governing such part of them as may be 
employed in the service of the United States, reserving to 
the States respectively the appointment of the officers, and 
the authority of training the militia according to the dis- 
cipline prescribed by Congress ; 

17. To exercise exclusive legislation in all cases whatso- 
ever over such district (not exceeding ten miles square) as 
may, by cession of particular States and the acceptance of 
Congress, become the seat of the Government of the United 
States, and to exercise like authority over all places pur- 
chased by the consent of the legislature of the State in 
which the same shall be, for the erection of forts, maga- 
zines, arsenals, dockyards, and other needful buildings; and 

18. To make all laws which shall be necessary and proper 
for carrying into execution the foregoing powers, and all 

1 Very many of the clauses in Section 8 are rooted very deeply in 
English history ; for example, regarding uniform weights and measures, 
see Magna Charta, 35 ; regarding the necessity for frequent meetings of the 
legislature, compare Bill of Rights, 13, with U. S. Const., Art. I, Sec. 8, cl. 12. 



332 OUTLINE OF HISTORY 

other powers vested by this Constitution in the govern- 
ment of the United States, or in any department or officer 
thereof. 

Section IX. Powers denied to the United States 

1. The migration or importation of such persons as any 
of the States now existing shall think proper to admit, shall 
not be prohibited by the Congress prior to the year one 
thousand eight hundred and eight, but a tax or duty may be 
imposed on such importation, not exceeding ten dollars for 
each person. 1 

2. The privilege of the writ of habeas corpus shall not be 
suspended, unless when in cases of rebellion or invasion 
the public safety may require it. 2 

3. No bill of attainder or ex-post-facto law shall be passed. 3 

4. No capitation or other direct tax shall be laid, unless 
in proportion to the census or enumeration hereinbefore 
directed to be taken. 

5. No tax or duty shall be laid on articles exported from 
any State. 

1 By this clause the shipping of negro slaves into the United States was 
legally continued for twenty years after the Constitution was formed. 
Art. I, Sec. 8, cl. 3, gives Congress power "to regulate commerce." The 
slave interests feared that Congress would immediately cut off slave com- 
merce when the national government was organized (1789), unless it was 
prevented by the Constitution from doing so ; hence this provision. This 
compromise concerning the regulation of commerce, including foreign 
commerce in slaves, constitutes the third great compromise of the 
Constitution. 

2 Art. I, Sec. 9, cl. 2 and 3, taken together with amendments to the 
United States Constitution, I-VIII, grew directly from Magna Charta. They 
expanded through the Petition of Right, the Bill of Rights, the Ordinance 
of 1787, and are not only firmly rooted in the Constitution of the United 
States, but likewise form the framework and life principles of a bill of 
rights in every state constitution in the American nation. 

3 A bill of attainder is a law passed by a legislature corrupting the blood 
of a criminal guilty of treason or other capital crime. The effect of 
attainder upon the attainted person is, in general terms, that all his prop- 
erty of every kind is forfeited and his blood is corrupted so that nothing 
can pass either to him or be inherited from him because of this corruption. 
Such laws were passed extensively in early English history, in some Ameri- 
can colonial history, considerably during the passionate experiences of the 
Revolutionary War, but were entirely prohibited by the Constitution. 

An ex post facto law is one made to punish an act committed before the 
existence of such a law, and which had not been declared criminal when 
the act was committed. For example, persons were often hanged for acts 
of treason in England, which at the time the acts were done were not in. 
violation of any law. 



CONSTITUTION OF THE UNITED STATES 333 

6. No preference shall be given by any regnlation of com- 
merce or revenue to the ports of one State over those of 
another ; nor shall vessels bound to, or from, one State, be 
obliged to enter, clear, or pay duties in another. 

7. No money shall be drawn from the treasury but in 
consequence of appropriations made by law; and a regular 
statement and account of the receipts and expenditures of 
all public money shall be published from time to time. 1 

8. No title of nobility shall be granted by the United 
States : 2 and no person holding any office of profit or trust 
under them, shall, without the consent of the Congress, ac- 
cept of any present, emolument, office, or title, of any kind 
whatever, from any king, prince, or foreign State. 

Section X. Powers denied to the States 3 

No state shall enter into any treaty, alliance, or confed- 
eration ; grant letters of marque and reprisal ; coin money ; 
emit bills of credit ; make anything but gold and silver coin 
a tender in payment of debts ; pass any bill of attainder, 
ex-post-facto law, or law impairing the obligation of con- 
tracts, or grant any title of nobility. 

2. No State shall, without the consent of Congress, lay 
any imposts or duties on imports or exports, except what 
may be absolutely necessary for executing its inspection 
laws ; and the net produce of all duties and imposts, laid 
by any State on imports or exports, shall be for the use of 
the treasury of the United States ; and all such laws shall 
be subject to the revision and control of the Congress. 

3. No State shall, without the consent of Congress, lay 
any duty of tonnage, keep troops, or ships of war, in time of 
peace, enter into any agreement or compact with another 

1 This provision grew out of the long and stubborn struggle of the Anglo- 
Saxon race to place the power of raising taxes and appropriating money 
in the hands of the people. 

2 Compare with U. S. Const., Art. I, Sec. 10, cl. 1. Also with Declara- 
tion of Independence : " All men are created equal " (meaning equal before 
the law). 

3 One of the greatest problems the framers of the Constitution had 
before them was to give a wise proportion of power to the national gov- 
ernment and yet leave an adequate amount of power in the hands of the 
people and of the states. 



334 OUTLINE- OF HISTORY 

State or with a foreign power, or engage in war, unless 
actually invaded, or in such imminent danger as will not 
admit of delay. 



ARTICLE II. EXECUTIVE DEPARTMENT 1 
Section I. President and Vice President 

1. The executive power shall be vested in a President 
of the United States of America. He shall hold his office 
during the term of four years, and, together with the Vice 
President, chosen for the same term, be elected, as follows: 

2. Each State shall appoint, in such manner as the Legis- 
lature thereof may direct, a number of electors, equal to the 
whole number of senators and representatives to which 
the State may be entitled in Congress : but no senator 
or representative, or person holding an office of trust or 
profit under the United States, shall be appointed an elector. 

3. [The electors shall meet in their respective States, and 
vote by ballot for two persons, of whom one at least shall 
not be an inhabitant of the same State with themselves. 2 
And they shall make a list of all the persons voted for, and 
of the number of votes for each ; which list they shall sign 
and certify, and transmit sealed to the seat of the government 
of the United States, directed to the President of the Senate. 
The President of the Senate shall, in the presence of the 
Senate and House of Kepresentatives, open all the cer- 
tificates, and the votes shall then be counted. The person 
having the greatest number of votes shall be the President, 
if such number be a majority of the whole number of elec- 
tors appointed ; and if there be more than one who have 
such majority, and have an equal number of votes, then the 
House of Eepresentatives shall immediately choose by 
ballot one of them for President ; and if no person have a 
majority, then from the five highest on the list the said 
House shall, in like manner, choose the President. But in 
choosing the President, the votes shall be taken by States, 
the representation from each State having one vote; a 

1 Compare U.S. Const., Art. II, with Articles of Confederation, X. 

2 Altered by the 12th Amendment. 



CONSTITUTION OF THE UNITED STATES 335 

quorum for this purpose shall consist of a member or mem- 
bers from two thirds of the States, and a majority of all 
the States shall be necessary to a choice. In every case, 
after the choice of the President, the person having the 
greatest number of votes of the electors shall be the Vice 
President. But if there should remain two or more who 
have equal votes, the Senate shall choose from them by 
ballot the Vice President.] x 

4. The Congress may determine the time of choosing the 
electors, and the day on which they shall give their votes ; 
which clay shall be the same throxighout the United States. 

5. No person except a natural-born citizen, or a citizen 
of the United States at the time of the adoption of this 
Constitution, shall be eligible to the office of President ; 
neither shall any person be eligible to that office who shall 
not have attained to the age of thirty-five years, and been 
fourteen years a resident within the United States. 

6. In case of the removal of the President from office, or 
of his death, resignation, or inability to discharge the powers 
and duties of the said office, the same shall devolve on the 
Vice President, and the Congress may by law provide for 
the case of removal, death, resignation, or inability, both of 
the President and Vice President, declaring what officer 
shall then act as President, and such officer shall act ac- 
cordingly until the disability be removed, or a President 
shall be elected. 

7. The President shall, at stated times, receive for his 
services a compensation which shall neither be increased 
nor diminished during the period for which he shall have 
been elected, and he shall not receive within that period 
any other emolument from the United States, or any of them. 

8. Before he enter on the execution of his office, he shall 
take the following oath or affirmation : 

9. " I do solemnly swear (or affirm) that I will faithfully 
execute the office of President of the United States, and 
will, to the best of my ability, preserve, protect, and defend 
the Constitution of the United States." 

1 The Electoral College, which was intended by the framers of the 
Constitution to he perfectly free and untrammeled in the choice of Presi- 
dent and Vice President, has had all independent action taken from it by 
the development of the National Nominating Convention. 



336 OUTLINE OF HISTORY 



Section II. Powers of the President 

1. The President shall be commander in chief of the 
army and navy of the United States, and of the militia of 
the several States, when called into the actual service of the 
United States ; x he may require the opinion, in writing, of 
the principal officer in each of the executive departments, 
upon any subject relating to the duties of their respective 
offices ; and he shall have power to grant reprieves and 
pardons for offenses against the United States, except in 
cases of impeachment. 

2. He shall have power, by and with the advice and con- 
sent of the Senate, to make treaties, provided two thirds of 
the senators present concur ; and he shall nominate, and 
by and with the advice and consent of the Senate shall 
appoint ambassadors, other public ministers and consuls, 
judges of the Supreme Court, and all other officers of the 
United States, whose appointments are not herein other- 
wise provided for, and which shall be established by law : 2 
but the Congress may by law vest the appointment of 
such inferior officers, as they think proper, in the Presi- 
dent alone, in the courts of law, or in the heads of 
departments. 

3. The President shall have power to fill up all vacancies 
that may happen during the recess of the Senate, by grant- 
ing commissions which shall expire at the end of their 
next session. 

1 While the powers of the king in recent centuries has steadily decreased 
in England, the power of the President of the United States has as steadily 
increased. England has gathered her supreme governing power into a single 
department of government, — the legislative, — while the United States 
has watched with the most jealous care that the powers of government in 
America should he divided among three departments, — the legislative, the 
executive, and the judicial ; and also that no department of government 
should dominate any other, hut that each should act freely as far as possible, 
and as a check upon the others when necessary. Notwithstanding this aim 
of the American government to keep the three departments in mutual 
balance, it sometimes occurs that one department very much overbalances 
the others ; for example, the President may involve the whole country in 
war without the consent of Congress, as was the case in the declaration of 
the Mexican War by President Polk (1845). 

2 The actual appointing power of the President gives the office great 
power and dignity. All appointments to office in England, though in name 
made by the king, are in reality made by the English cabinet. 



CONSTITUTION OF THE UNITED STATES 337 

Section III. Duties of the President 

He shall from time to time give to the Congress infor- 
mation of the state of the Union, and recommend to their 
consideration such measures as he shall judge necessary 
and expedient ; he may, on extraordinary occasions, convene 
both houses, or either of them, and in case of disagreement 
between them with respect to the time of adjournment, he 
may adjourn them to such time as he shall think proper ; 1 
he shall receive ambassadors and other public ministers ; 
he shall take care that the laws be faithfully executed, and 
shall commission all the officers of the United States. 

Section IV. Impeachment of President, 
Yice President, etc 

The President, Vice President, and all civil officers of 
the United States, shall be removed from office on impeach- 
ment for, and conviction of, treason, bribery, or other high 
crimes and misdemeanors. 



ARTICLE III. JUDICIAL DEPARTMENT 2 

Section I. United States Courts 

The judicial power of the United States shall be vested 
in one Supreme Court, 3 and in such inferior courts as 
the Congress may from time to time ordain and establish. 
The judges, both of the Supreme and inferior courts, shall 
hold their offices during good behavior, and shall, at stated 
times, receive for their services a compensation which shall 
not be diminished during their continuance in office. 

1 Compare the power of the President to adjourn Congress "with the arbi- 
trary power exercised by the king of England in proroguing and dissolving 
both Parliament and the colonial legislatures. See Bill of Rights and 
Declaration of Independence for examples of complaints. 

2 The Articles of Confederation made no such provision as Art. Ill, U. S. 
Const., to set up a permanent, independent system of courts. It is Art. Ill 
of the Constitution, perhaps more than any other one, which has given 
stamina and "backbone" to the United States government. 

3 Note that the Supreme Court of the United States, being set up by the 
Constitution itself and not by Congress, is thus rendered independent and 
powerful. Compare with the absolute dependence of the national courts 
upon the Continental Congress, Articles of Confederation, IX. 



338 OUTLINE OF HISTORY 

Section II. Extent of Authority of the 
United States Courts 

1. The judicial power shall extend to all cases, in law 
and equity, arising under this Constitution, the laws of 
the United States, and treaties made, or which shall be 
made, under their authority ; — to all cases affecting ambas- 
sadors, other public ministers, and consuls ; — to all cases of 
admiralty and maritime jurisdiction ; — to controversies to 
which the United States shall be a party ; — to controversies 
between two or more States ; — between a State and citizens 
of another State ; — between citizens of different States ; — 
between citizens of the same State claiming lands under 
grants of different states, and between a State, or the 
citizens thereof, and foreign states, citizens or subjects. 1 

2. In all cases affecting ambassadors, other public min- 
isters and consuls, and those in which a State shall be 
party, the Supreme Court shall have original jurisdiction. 
In all other cases before mentioned, the Supreme Court 
shall have appellate jurisdiction, both as to law and fact, 
with such exceptions and under such regulations as the 
Congress shall make. 

3. The trial of all crimes, except in cases of impeachment, 
shall be by jury ; and such trial shall be held in the State 
where the said crimes shall have been committed ; but 
when not committed within any State, the trial shall 
be at such place or places as the Congress may by law 
have directed. 

Section III. Treason 

1. Treason against the United States shall consist only 
in levying war against them, or in adhering to their 
enemies, giving them aid and comfort. No person shall 
be convicted of treason unless on the testimony of two 
witnesses to the same overt act, or on confession in open 
court. 

1 The last part of cl. 1, Sec. 2, Art. Ill, has heen altered hy the 11th 
Amendment (ratified in 1798). Since this amendment was passed, it has 
been impossible to sue a state in the United States courts. This in turn 
has caused several states to refuse to pay their debts, and to escape pun- 
ishment therefor. 



CONSTITUTION OF THE UNITED STATES 339 

2. The Congress shall have power to declare the punish- 
ment of treason, but no attainder of treason shall work 
corruption of blood, or forfeiture, except during the life of 
the person attainted. 



ARTICLE IV. THE STATES AND THE NATIONAL 
GOVERNMENT 1 

Section I. State Records 

Full faith and credit shall be given in each State to 
the public acts, records, and judicial proceedings of every 
other State. And the Congress may by general laws, pre- 
scribe the manner in which such acts, records, and pro- 
ceedings shall be proved, and the effect thereof. 

Section II. Privileges of Citizens. Fugitives from 
Justice. Fugitives from Slavery 

1. The citizens of each State shall be entitled to all 
privileges and immunities of citizens in the several States. 

2. A person charged in any State with treason, felony, 
or other crime, who shall flee from justice, and be found 
in another State, shall, on demand of the executive author- 
ity of the State from which he fled, be delivered up, to be 
removed to the State having jurisdiction of the crime. 

3. [No person held to service or labor in one State, under 
the laws thereof, escaping into another, shall, in conse- 
quence of any law or regulation therein, be discharged 
from such service or labor, but shall be delivered up on claim 
of the party to whom such service or labor may be due.] 2 

Section III. Expansion. New States and Territories 

1. New States may be admitted by the Congress into 
this Union ; 3 but no new State shall be formed or erected 

1 Compare Art. IV, U. S. Const., with IV, Articles of Confederation. 

2 The intense and bitter feeling which sprang up between the North 
and South (1831-1860) over the execution of this provision regarding 
the return of fugitive slaves who had escaped from their masters, was one 
chief cause of the Civil War. 

3 Vermont, Kentucky, Maine, West Virginia, so constituted by consent. 



340 OUTLINE OF HISTORY 

within the jurisdiction of any other State ; nor any State 
be formed by the junction of two or more States, or parts 
of States, without the consent of the Legislatures of the 
States concerned as well as of the Congress. 

2. The Congress shall have power to dispose of and 
make all needful rules and regulations respecting the terri- 
tory or other property belonging to the United States ; 
and nothing in this Constitution shall be so construed as 
to prejudice any claims of the United States, or of any 
particular State. 

Section IV. National Guarantee to the States 

1. The United States shall guarantee to every State in 
this Union a republican form of government, and shall 
protect each of them against invasion, and on application of 
the Legislature, or of the executive (when the Legislature 
cannot be convened) against domestic violence. 1 



ARTICLE V. POWER OF AMENDMENT 2 

The Congress, whenever two thirds of both houses 
shall deem it necessary, shall propose amendments to this 
Constitution, or, on the application of the Legislatures of 
two thirds of the several States, shall call a convention 

1 The forces of the national government have been repeatedly called into 
service to repress insurrections and control strikes. 

2 The strength and perpetuity of a nation depend upon its growth and 
change ; and one of the chief methods by which a written constitution (of 
which the United States Constitution is the greatest example of all history) 
grows and changes, is by amendment. In a free republic, however, in which 
there is freedom of thought, freedom of speech, and almost universal right 
to vote, it is the most natural thing that the people of the nation should be 
divided in their views upon the great questions which arise in the develop- 
ment of their history ; and, taking into consideration each one's opportunity 
to think and act for himself, it is but natural that the people should divide, 
from time to time, into parties of comparatively equal size. But the United 
States Constitution provides that, even to propose an amendment, tivo 
thirds of Congress, or two thirds of the states, shall say they favor it ; and 
to ratify the amendment, three fourths of the states, acting either in state 
legislatures or in special conventions, shall say they agree to it. As already 
said, to secure such a large majority, on one side or the other, in this coun- 
try, has been very difficult. 'Of about seventeen hundred amendments 
proposed to the Constitution, but fifteen have passed. Compare Art. V, 
U, S. Const., with XIII, Articles of Confederation, 



CONSTITUTION OF THE UNITED STATES 341 

for proposing amendments, which, in either case, shall be 
valid to all intents and purposes, as part of this Constitu- 
tion, when ratified by the Legislatures of three fourths of 
the several States, or by conventions in three fourths 
thereof, as the one or the other mode of ratification may 
be proposed by the Congress ; provided that no amend- 
ment which may be made prior to the year one thousand 
eight hundred and eight shall in any manner affect the first 
and fourth clauses in the ninth section of the first article ; 
and that no State, without its consent, shall be deprived 
of its equal suffrage in the Senate. 

ARTICLE VI. PUBLIC DEBT. NATIONAL SUPREMACY. 
OATH OF OFFICE. RELIGIOUS TEST 

All debts contracted, and engagements entered into, 
before the adoption of this Constitution, shall be as valid 
against the United States under this Constitution, as under 
the Confederation. 1 

2. This Constitution, and the laws of the United States 
which shall be made in pursuance thereof ; and all treaties 
made, or which shall be made, under the authority of the 
United States, shall be the supreme law of the land ; and 
the judges in every State shall be bound thereby, anything 
in the Constitution or laws of any State to the contrary 
notwithstanding. 

3. The senators and representatives before mentioned, 
and the members of the several State Legislatures, and all 
executive and judicial officers, both of the United States and 
of the several States, shall be bound by oath or affirmation 
to support this Constitution; but no religious test shall 
ever be required as a qualification to any office or public 
trust under the United States. 

1 Compare U. S. Const., Art. VI, cl. 1, with Articles of Confederation, 
XII. Also U. S. Const., Art. VI, cl. 2 and 3, with Ordinance of 1787, Art. I 
(guaranteeing religious freedom). Also U. S. Const., Art. VI, cl. 2 and 3, 
with Articles of Confederation, XIII. Clause 2 of Art. VI, U. S. Const., 
has been very effective in sustaining the strength and dignity of the national 
government throughout its entire history, and especially at times when 
secession has been attempted. 



342 OUTLINE OF HISTORY 

ARTICLE VII. RATIFICATION OF THE CONSTI- 
TUTION 

The ratification of the Conventions of nine States shall 
be sufficient for the establishment of this Constitution be- 
tween the States so ratifying the same. 1 

Done in convention, by the unanimous consent of the 
States present, the seventeenth day of September, in 
the year of our Lord one thousand seven hundred and 
eighty-seven, and of the independence of the United 
States of America the twelfth. 
In witness whereof, we have hereunto subscribed our 
names. 

GEORGE WASHINGTON 
President, and Deputy from Virginia 

New Hampshire. John Langdon, Nicholas Gilman. 
Massachusetts. Nathaniel Gorham, Rufus King. 
Connecticut. William Samuel Johnson, Roger Sherman. 
New York. Alexander Hamilton. 
New Jersey. William Livingston, David Brearley, William Pat- 

erson, Jonathan Dayton. 
Pennsylvania. Benjamin Franklin, Thomas Mifflin, Robert 

Morris, George Clymer, Thomas Fitzsimons, Jared Ingersoll, 

James Wilson, Gouverneur Morris. 
Delaware. George Read, Gunning Bedford, Jr., John Dickin- 
son, Richard Bassett, Jacob Broom. 
Maryland. James MTIenry, Daniel [of St. Thomas] Jenifer, 

Daniel Carroll. 
Virginia. John Blair, James Madison, Jr. 
North Carolina. William Blount, Richard Dobbs Spaight, 

Hugh Williamson. 
South Carolina. John Rutledge, Charles C. Pinckney, Charles 

Pinckney, Pierce Butler. 
Georgia. William Few, Abraham Baldwin. 

Attest: WILLIAM JACKSON, Secretary 

1 In order to render the Constitution more nearly the product of the 
people as a nation rather than that of the states, it was ratified, not hy 
state legislatures, as were the Articles of Confederation, hut hy special con- 
ventions called in the several states for the express purpose of ratification. 
In passing ordinances of secession (1861) the Southern states attempted to 
leave the Union hy retracing the exact steps, through state conventions, 
which they had taken when originally ratifying the Constitution. 



CONSTITUTION OF THE UNITED STATES 343 

AMENDMENTS TO THE CONSTITUTION 1 

ARTICLE I 

Congress shall make no law respecting an establishment 
of religion, or prohibiting the free exercise thereof; or 
abridging the freedom of speech, or of the press ; or the 
right of the people peaceably to assemble, and to petition 
the government for redress of grievances. 

ARTICLE II 

A well-regulated militia being necessary to the security 
of a free State the right of the people to keep and bear 
arms shall not be infringed. 

ARTICLE III 

No soldier shall, in time of peace, be quartered in any 
house, without the consent of the owner ; nor in time of war 
but in a manner to be prescribed by law. 

ARTICLE IV 

The right of the people to be secure in their persons, 
houses, papers, and effects, against unreasonable searches 
and seizures, shall not be violated, and no warrants shall 
issue, but upon probable cause, supported by oath or affirma- 
tion, and particularly describing the place to be searched, 
and the persons or things to be seized. 

1 The first ten amendments is a second " Bill of Rights," growing out 
of that persistent struggle for political, industrial, civil, and religious free- 
dom, which is as old, hold, and fearless as the Anglo-Saxon race itself. 
Thus these amendments did not spring entirely from American soil ; their 
roots were much deeper. Their real growth was through many centuries and 
over vast fields reaching from the German woods to the yet vaster woods of 
America. What James Bryce said of the Constitution of the United States 
as a whole may be said in an especial sense of these amendments : " They 
are no exception to the rule that everything which has power to win the 
obedience and respect of men must have its roots deep in the past, and that 
the more slowly every institution has grown, so much the more enduring 
is it likely to prove." " There is little in the American Constitution which 
is absolutely new. There is much which is as old as Magna Charta." 



344 OUTLINE OF HISTORY 



ARTICLE V 



No person shall be held to answer for a capital, or other- 
wise infamous crime, unless on a presentment or indictment 
of a grand jury, except in cases arising in the land or naval 
forces, or in the militia, when in actual service in time of 
war or public danger ; nor shall any person be subject for 
the same offense to be twice put in jeopardy of life or limb ; 
nor shall be compelled in any criminal case to be a witness 
against himself, nor be deprived of life, liberty, or property, 
without due process of law ; nor shall private property be 
taken for public use, without just compensation. 

ARTICLE VI 

In all criminal prosecutions, the accused shall enjoy the 
right to a speedy and public trial, by an impartial jury of 
the State and district wherein the crime shall have been 
committed, which district shall have been previously ascer- 
tained by law, and to be informed of the nature and cause 
of the accusation ; to be confronted with the witnesses 
against him ; to have compulsory process for obtaining wit- 
nesses in his favor, and to have the assistance of counsel 
for his defense. 

ARTICLE VII 

In suits at common law, where the value in controversy 
shall exceed twenty dollars, the right of trial by jury shall 
be preserved, and no fact tried by a jury shall be otherwise 
reexamined in any court of the United States, than accord- 
ing to the rules of the common law. 

ARTICLE VIII 

Excessive bail shall not be required, nor excessive fines 
imposed, nor cruel and unusual punishments inflicted. 

ARTICLE IX 

The enumeration in the Constitution of certain rights 
shall not be construed to deny or disparage others retained 
by the people. 



CONSTITUTION OF THE UNITED STATES 345 

ARTICLE X 1 

The powers not delegated to the United States by the 
Constitution, nor prohibited by it to the States, are reserved 
to the States respectively, or to the people. 

ARTICLE XI 2 

The judicial power of the United States shall not be 
construed to extend to any suit in law or equity, com- 
menced or prosecuted against one of the United States 
by citizens of another State, or by citizens or subjects of 
any foreign State. 

ARTICLE XII 3 

Section 1. The electors shall meet in their respective 
States, and vote by ballot for President and Vice President, 
one of whom, at least, shall not be an inhabitant of the 
same State with themselves ; they shall name in their 
ballots the person voted for as President, and in distinct 
ballots the person voted for as Vice President ; and they 
shall make distinct lists of all persons voted for as Presi- 
dent, and of all persons voted for as Vice President, and 
of the number of votes for each, Avhich lists they shall 
sign and certify, and transmit sealed to the seat of the 
government of the United States, directed to the President 
of the Senate; — the President of the Senate shall, in the 
presence of the Senate and House of Representatives, open 
all the certificates, and the votes shall then be counted ; — ■ 
the person having the greatest number of votes for Presi- 
dent, shall be the President, if such number be a majority 
of the whole number of electors appointed ; and if no 
person have such majority, then from the persons having 
the highest numbers not exceeding three on the list of 

1 Compare the 10th Amendment, U. S. Const., with II, Articles of Con- 
federation. The first ten amendments were proposed by Congress, Septem- 
ber 25, 1789, and declared in force December 15, 1791. 

2 Proposed by Congress, March 5, 1794 ; declared in force January 8, 
1798. This amendment lessened the power of the national over the state 
governments. 

3 Proposed by Congress, December 12, 1803, and declared in force 
September 25, 1804. This provision is to prevent ties, deadlocks, and con- 
tested elections, when choosing the President and Vice President, 



346 OUTLINE OF HISTORY 

those voted for as President, the House of Representatives 
shall choose immediately, by ballot, the President. But in 
choosing the President, the votes shall be taken by States, 
the representation from each State having one vote ; a 
quorum for this purpose shall consist of a member or 
members from two thirds of the States, and a majority of 
all the States shall be necessary to a choice. And if the 
House of Representatives shall not choose a President 
whenever the right of choice shall devolve upon them, 
before the fourth day of March next following, then the 
Vice President shall act as President, as in the case of the 
death or other constitutional disability of the President. 

Section 2. The person having the greatest number of 
votes as Vice President shall be the Vice President, if such 
number be a majority of the whole number of electors 
appointed ; and if no person have a majority, then from 
the two highest numbers on the list, the Senate shall choose 
the Vice President ; a quorum for the purpose shall con- 
sist of two thirds of the whole number of senators, and 
a majority of the whole number shall be necessary to a 
choice. But no person constitutionally ineligible to the 
office of President shall be eligible to that of Vice Presi- 
dent of the United States. 

ARTICLE XIII 1 

Section 1. Neither slavery nor involuntary servitude, 
except as a punishment for crime, whereof the party shall 
have been duly convicted, shall exist within the United 
States, or any place subject to their jurisdiction. 

Section 2. Congress shall have power to enforce this 
article by appropriate legislation. 

ARTICLE XIV 2 

Section 1. All persons born or naturalized in the United 
States, and subject to the jurisdiction thereof, are citizens 
of the United States and of the State wherein they reside. 

1 Proposed by Congress, February 1, 1865; declared in force December 
18, 18(35. This article "completed the work of freeing the slaves begun by 
Lincoln, 1863. Compare with Ordinance of 1787, Art. VI. 

2 Proposed by Congress, June 16, 1866, and declared in force July 28, 1868. 



CONSTITUTION OF THE UNITED STATES 347 

No State shall make or enforce any law which shall abridge 
the privileges or immunities of citizens of the United 
States ; nor shall any State deprive any person of life, 
liberty, or property, without due process of law, nor deny 
to any person within its jurisdiction the equal protection 
of the laws. 

Section 2. Representatives shall be apportioned among 
the several States according to their respective numbers, 
counting the whole number of persons in each State, ex- 
cluding Indians not taxed. But when the right to vote at 
any election for the choice of electors for President and 
Vice President of the United States, representatives in 
Congress, the executive or judicial officers of a State, or 
the members of the Legislature thereof, is denied to any of 
the male inhabitants of such State, being twenty-one years 
of age, and citizens of the United States, or in any way 
abridged, except for participation in rebellion or other 
crime, the basis of representation therein shall be reduced 
in the proportion which the number of such male citizens 
shall bear to the whole number of male citizens twenty-one 
years of age in such State. 

Section 3. No person shall be a senator or representa- 
tive in Congress, or elector of President, Vice President, 
or hold any office, civil or military, under the United 
States, or under any State, who having previously taken 
an oath as a member of Congress, or as an officer of the 
United States, or as a member of any State Legislature, or 
as an executive or judicial officer of any State, to support 
the Constitution of the United States, shall have engaged 
in insurrection or rebellion against the same, or given aid 
or comfort to the enemies thereof. But Congress may, by 
a vote of two thirds of each house, remove such disability. 

Section 4. The validity of the public debt of the United 
States, authorized by law, including debts incurred for pay- 
ment of pensions and bounties for services in suppressing 
insurrection or rebellion, shall not be questioned. But 
neither the United States nor any State shall assume or 
pay any debt or obligation incurred in aid of insurrection 
or rebellion against the United States, or any claim for the 
loss or emancipation of any slave ; but all such debts, 
obligations, and claims shall be held illegal and void. 



348 OUTLINE OF HISTORY 

Section 5. The Congress shall have power to enforce, 
by appropriate legislation, the provisions of this article. 

ARTICLE XV 1 

Section 1. The right of citizens of the United States to 
vote shall not be denied or abridged by the United States, 
or by any State, on account of race, color, or previous con- 
dition of servitude. 

Section 2. The Congress shall have power to enforce 
this article by appropriate legislation. 

1 Proposed by Congress February 2C>, 18C9 ; declared in force March 30, 
1870. Althougb'the right of suffrage is regulated by the states, Article XV 
attempts to secure to the emancipated negro race the right to vote. 



INDEX 



Acropolis, 56 

Adams, Samuel, 179, 185 

Agrigentum, defeat of Carthage, 
76 

Alexander the Great, youth, 60 ; 
education, 60 ; as king, 60 ; as 
conqueror, 60 ; results of his 
conquests, 48, 61-63 

Alexandria, 62 

Alfred the Great, king of Eng- 
land, 122 

Alien and Sedition Laws, 207 

America. See Spanish colonies, 
French colonies, and English 
colonies, in. See also United 
States 

Anglo-Saxon, 3, 120 

Anne, queen of England, 145 

Architecture, Greek, 56 

Aristides, 55, 58 

Aristotle, 57, 61, 91 

Armada, defeat of, 169 

Articles of Confederation, 181, 
182, 228, 301-314 

Aryans, progress, 1-3 ; location, 
11, 13, 14, 22; religion, 13, 14, 
21, 25 ; primitive culture, 14- 
21 ; in agricultural stage, 22- 
28 ; expansion, 27 

Asia Minor, Greek cities in, 54 

Athena, 56 

Athens, burned by Persians, 55 ; 
growth, 56 ; art, 56 

Augustus Cfesar, 81, 87 

Babylonia, contribution to his- 
tory, 63 

Baltimore, Lord, 174 

Bank, the United States, 202- 
204, 220 

Bill of Rights, 120, 138, 139, 140, 
141, 144, 145, 179, 289-294 



Burgoyne, 180 

Burke, Edmund, 140, 179 

Cabinet, the English, 146 

Cabot, John, 169 

Csesar, Julius, 80 

Calhoun, John C, quotations 
from speeches, 197-200 ; 235 

Calvin, John, 149 

Cannae, battle of, 78 

Caravans, 41 

Carthage, commerce, 76 ; govern- 
ment, 76; religion, 76; colo- 
nies, 76; struggle with Rome, 
76-79 

Cato, 80 

Charlemagne, 89, 98 

Charles I, king of England, 141 

Chivalry, ideals, 99; effects, 100 

Christianity, 2 ; early, 91; adopted 
by Roman Empire, 91 ; devel- 
opment of organization, 92; 
spread, 92 ; persecutions, 92 

Cincinnatus, 73 

Civil War, the United States, 
geographical influences, 248 ;" 
theaters of, 249 ; factors de- 
termining, 249 ; causes, 250 ; re- 
sources of the North and the 
South, 251-253; decisive fac- 
tors, 254 

Clay, Henry, 197, 200, 235 

Commons, House of, 145 

Compass, 41 

Constantine, 81 

Constitution, of the United States, 
140, 141, 159, 172 ; written, 180 ; 
adoption, 183; provisions, 183; 
and slavery, 228 ; amendments, 
258 ; document, 324-348 

Crcesus, 54 

Cromwell, Oliver, 141 



349 



350 



OUTLINE OF HISTORY 



Crusades, causes, 107 ; routes, 

108; results, 108-112 
Cuneiform writing, 43 , 

Cyrus, 54 

Darius, 54 

Davis, Jefferson, 246, 255 

Declaration of Independence, 140, 

159, 172, 179, 294-300 
Delian League, 55 
Divine Right of Kings, the theory, 

134; overthrow, 145; in the 

American colonies, 178 
Dred Scott Decision, 241, '243 

Egypt, people, 3 ; geography, 33 ; 
religion, 33, 34 ; civilization, 33 ; 
veneration forking, 34; temples, 
35 ; slavery in, 35 ; farm life, 35 ; 
school life, 35 ; treatment of the 
dead, 35 ; sculpture, 36 ; pyra- 
mids, 36 ; contribution to his- 
tory, 33, 63 

Elizabeth, queen of England, 119 ; 
reign of, 142 

Embargo Act, of 1808, 195 

England, physical conditions, 
117; periods of history, 119; 
institutions of Anglo-Saxons, 
120 ; under the Normans, 122 ; 
growth of trade, 125; struggle 
for self-government, 128-130 ; 
growth of her power, 130 ; local 
government, 135; under the 
* Stuarts, 137-141 ; mastery of 
sea, 169, 193 

English colonies in America, back- 
ground, 169 ; environment, 170 ; 
industries, 171 ; government, 
171-173; religion, 173; educa- 
tion, 175 ; social life among, 
176; struggle for self-govern- 
ment, 179 ; Revolution, 179 

Erasmus, 149 

Erie Canal, 219 

Expansion, westward, 216-219 

Feudalism, 97 ; lack of national 

life under, 98 
Florida, purchase by the United 

States, 212 



Forum, Roman, 72 

Fox, George, 174 

France, in seventeenth and eight- 
eenth centuries, 193 

Franklin, Benjamin, 185 

French colonies in America, Euro- 
pean background, 165; location, 
166 ; geographical conditions, 
166; industry, 166; govern- 
ment, 165, 167 ; religion, 167 ; 
education, 168 ; social life, 168 ; 
comparison with English colo- 
nies, 177 ; overthrow, 208 

Fugitive Slave Law, 242 

George I, king of England, 145 

George HI, king of England, re- 
lations to the American colo- 
nies, 178 

Gladstone, William Ewart, 146 

Gracchi, the, 80 

Greece, geography, 49, 51 ; cli- 
mate, 50 ; soil, 50 ; fauna and 
flora, 51 

Greeks, 3 ; four stages in their 
development, 48 ; home life, 52 ; 
industrial life, 53 ; religion, 53 ; 
early history, 53-55 ; in age of 
Pericles, 55-59 ; government, 
58 ; education, 56-58 ; social 
life, 58 ; in time of Alexander 
the Great, 59-61 ; contribution 
to history, 63 

Habeas Corpus, writ of, 137 

Hamilcar Barca, 77 

Hamilton, Alexander, 185 

Hamite, 1 

Hannibal, education, 77 ; march, 
77 

Hebrews, 3 ; geography of coun- 
try, 36; religion, 37, 39 ; history, 
37 ; commercial life, 38 ; home 
life, 38 ; school life, 38 ; contri- 
bution to history, 63 

Henry, Patrick, 179 

History, unity in, 150; freedom, 
the goal of, 151 

Homeric Age, 54 

Italy, geography, 70-72 



INDEX 



351 



Jackson, Andrew, 212 
Jefferson, Thomas, 179, 184, 208, 

210 
Jerusalem, 38, 92 
Jews. See Hebrews 
John, king of England, 119 
Jury, trial by, 129 ; education 

through, 137 

Kansas-Nebraska Bill, 241 

Lewis and Clark's expedition, 
209 

Lincoln, Abraham, speech before 
Republican State Convention, 
244 ; first Inaugural Address, 
245 ; political views, 255 ; work, 
256 

Louisiana, purchase, 208-211 ; 
question of slavery in, 232 

Luther, Martin, 146, 149 

Macedonia, under Philip II, 60 ; 

career of Alexander the Great, 

60 
Magna Charta, 119, 126-128, 137, 

140, 144, 179, 267-280 
Manorial system, 124 
Marathon, battle of, 54 
Marius, 80 

Mason and Dixon's line, 230 
Medici, Lorenzo de, 114 
Messina, defeat of Carthage, 76 
Michael Angelo, 114 
Miltiades, 55 
Mississippi, the, 217 
Missouri Compromise, 231, 234 
Monasticism, 93-97 
Monroe Doctrine, 214 

Napoleon I, Bonaparte, rise to 
power, 193 ; plan of empire in 
America, 208 

National Road, 219 

Nullification, the argument for 
and against, 222-225 

Olympic games, 54, 59 
Omnibus Bill, 234, 235, 242 
Ordinance of 1787, 172, 182, 228, 
314-323 



Palestine, geography, 30, 38 

Papyrus paper, 93 

Paris, Treaty of, 159 

Parliament, definition, 130; de- 
velopment of, 130, 134, 142; 
power, 141 ; procedure, 143 

Parthenon, 56 

Patricians, 73 

Peloponnesian War, 58 

Penn, William, 174 

Pericles, 56, 58 

Persia, size, 54 ; government, 54 ; 
conflict with Greece, 54 

Petition of Right, 120, 137, 140, 
144, 180, 280-289 

Phalanx, Macedonian, GO 

Philip, king of Macedonia, 60 

Phoenicia, geography, 39, 40 

Phoenicians, 3 ; trade and com- 
merce, 40; religion, 42; contri- 
bution to history, 63 

Pickering, Thomas, 196 

Pitt, William, 146, 179 

Plato, 57, 91 

Plebeians, 73, 75 

Portugal, master of the sea, 192 

Printing, invention of, 115 

Propyl?ea, 56 

Punic War, First, 76 ; Second, 
76 ; results, 79 

Puritans, 174 

Pyramids, 36 

Quebec, battle of, 159, 177 
Quincy, Josiah, 197 

Raphael, 114 

Reconstruction, beginnings, 256 ; 
economic and political prob- 
lems of, 257 ; lessons, 258 

Reformation, definition of, 96, 
146 ; relation of, to Renaissance, 
146; growth of sects during, 
148 ; leaders, 149 

Regulus, 76 

Renaissance, defined, 112 ; cause: 
of, 112 ; effect of, on learning, 
113 ; the revival of art, 114 ; in- 
ventions, 116; relation of, to 
Reformation, 146 

Revolution, American, 159, 179 



352 



OUTLINE OF HISTORY 



Rome, people, 3, 72; outline of 
history, 69 ; contribution to his- 
tory, 69 ; early history, 72-75 ; 
expansion, 75; struggle with 
Carthage, 76-79; conquest of 
East, 79 ; fall of Republic, 80 ; 
an empire, 81, 97 ; fall of em- 
pire, 89 ; center of Church, 92 

Romulus, 72 

Sabines, 72 

St. Benedict, 96 

St. Dominic, 96 

St. Dunstan, 122 

St. Francis, 96 

Salamis, battle of, 55 

Sardis, 54 

Semite, 1, 3 

Settlement, Act of, 145 

Sibylline Books, 72 

Sicily, 76 

Sidon, 40 

Slavery, ancient and mediaeval, 
225; beginnings of modern, 226 ; 
the slave trade, 227 ; abolition 
of, 228 ; national and state con- 
trol, 228; in public territory, 
229 ; balance of power between, 
and freedom, 230; expansion 
of, in Southwest, 232 ; questions 
pertaining to, 234 ; national 
control of, 240 

Socrates, 57 

Solomon's temple, 39 

Spain, master of sea, 192 

Spanish colonies in America, en- 
vironment, 160 ; government, 
160 ; religion, 161 ; industry, 
162 ; education, 163 ; social life 
among, 163 ; effect of, in New 
World, 164 ; expansion of, 211, 
214 
Sulla, 80 

Tarquins, Rome under the, 72 
Teutons, 3 ; outline of history, 
87 ; early home, 88 ; village life, 
88 ; institutions, 89 ; religion, 



90 ; social life, 90 ; conversion 
to Christianity, 92 ; love of free- 
dom among, 97 ; life in the 
castle, 97 ; feudalism among, 
98 ; effects of chivalry, 99 ; posi- 
tion of women, 100 ; triumph of 
ideas of government, 144 

Thermistocles, 55, 58 ' 

Thermopylae, battle of, 55 

Trajan, 81 

Twelve Tables, the, 72 

Tyre, 40 

United States, commerce, 194 ; 
War of 1812, causes and results, 
195; finance, 201-204; Con- 
gress, 204, 230 ; 231 ; Alien and 
Sedition Laws, 205 ; the Presi- 
dent of the, 206 ; growth of local 
government, 206 ; political par- 
ties in, 207 ; westward expan- 
sion, 208-212, 216-219; struggle 
between Roman and Teutonic 
principles, 212 ; manufactures 
220 ; tariff, 221 ; slavery, 226 
development of North, 233 
sectionalism, 234-240 ; Civil 
War, 248-256 ; reconstruction, 
258; intellectual and social ad- 
vance in, 259 ; as a world power, 
260 

Valley Forge, 180 
Virginia and Kentucky Resolu- 
tions, 207 

Washington, George, 179, 185 
Webster, Daniel, debate with 

Hayne, 223, 235 
William I, the Conqueror, 119; 

reign, 122 
William III, king of England, 

145, 146 
Williams, Roger, 174 
Writing, development of art, 42 

Xerxes, 55 



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